Houchygmaana حوش يجمعنا - Ecumene Studio

‫حوش‬ ‫يجمعنا‬

‫دمياط الجديدة مصر‬ REPORT

New Damietta, Egypt

HOUCH YGAMAANA

‫أماكن صديقة للطفل والمجتمع‬ Child and community friendly space

2014

THIS PROJECT IS BY Editors: • Insaf Ben Othmane H. • Omar Wanas.

Photos: Manal Fakhouri Supported by: • Houch ygamaana - New Damietta Project Technical Team Design Concept: Manal Fakhouri Print: Cairo, 2015

https://www.facebook.com/aschoolyardforall Copyright disclaimer: All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form of by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher.

Cairo, 2014.

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

REPORT 2014

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‫ أماكن صديقة للطفل والمجتمع‬:‫حوش يجمعنا‬

HOUCH YGAMAANA

Child and community friendly space New Damietta - Egypt

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HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

Acknowledgment

The HOUCH YGAMAANA project would not have been accomplished without the support of Terre Des Hommes (TDH) team, UNHCR and the hard work and dedication of the Houch Ygamaana team and volunteers. Ecumene Studio would like to thank TDH, UNHCR for facilitating the process; the City Council and the Central Park authorities of New Damietta who supported us with ideas, contributed their time and effort to determine the success of the project. We would like also to thank Waraqat, the art of folding papers and the Arab Band for joining us during the workshop.

Finally, a special thanks to the Syrian community for their hospitality and trust.

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‫ أماكن صديقة للطفل والمجتمع‬:‫حوش يجمعنا‬

Forword

This report is a documentation of Hoosh Yegamaana New Damietta project in which, a child and community friendly outdoor space in New Damietta Central Park was designed and constructed in participation with the users of the space in a total time frame of two months. The project is embedded within the “Community Based Child Protection and Psychosocial Support for Displaced Syrian Children and their Families in Damietta” implemented by ‘Terre Des Hommes’. The team of Hoosh Yegamana New Damietta was motivated by the fact that • Children have a right to time and space to play in order to develop their physical, mental, social and emotional skills.

• Variable environments should be provided for kids to practice several types of free and safe play.

• Most open spaces in Egypt foster commercial playgrounds that only address certain activities and dictate the means of usage.

Hence, a child and community friendly space was designed in the Central Park that, permitted multiuse of space, allowed space genesis by the children, fostered several age categories and added to the aesthetic and functional value of the park itself. The process was enriched by the participation of volunteers from: TDH New Damietta, Gamasa and Cairo, the local park staff, the City Council members and finally the children of New Damietta who participated in a three days workshop in which they experienced, experimented and re-appropriated the designed space to create a space of their own in the heart of their city.

Omar Wanas Insaf Ben Othmane.H Œcumene Studio

.

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HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

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‫ أماكن صديقة للطفل والمجتمع‬:‫حوش يجمعنا‬

Content ACKNOWLEDGEMENT

P8

FOREWORD

P9

CONTENT

P11

1 The Project Background

P14

2 Houch Ygamaana: New Damietta Project

P18

2-1 Introduction 2-2 Approch 2-3 Methodology & Project Process

3 Core recommendations and conclusions

P42

4 The Project’s Diary

P46

List of Figures & References

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HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

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‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

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HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

The project background

see figure 1. According to the Ministry of New Urban Communities, the population of Hoosh Yegamaana is a project initiated New Damietta is 135 thousand inhabitants and funded by UNHCR Community from a total estimated population of 500 Support programs unit and implemented thousand. In addition, New Damietta hosts

by Ecumene Studio. The project was first about 8% (10,923 Syrian refugees) of the initiated in June 2014 to foster a safe and total Syrian refugees in Egypt according to friendly educational environment with the UNHCR refugee report in 2014. over-arching goal of enhancing coexistence amongst the Syrian refugees and Egyptian In the heart of New Damietta lies a 54 host communities, through a participatory feddan public park. The Central Park ‘design and construct’ approach in Gamasa, provides adequate space for recreational Egypt. Hoosh Yegamaana Gamasa entailed activities and acts as a main green lung in a participatory approach to redesign and the middle of the city. With the intention construct the schoolyard of Gamasa El of using available resources and public Masyaf public school - with both Egyptian facilities to help integration of the Syrian and Syrian students enrolled within - over community and foster community-based the course of 17 days. In addition to the projects, Hoosh Yegamaana New Damietta students, the project was enriched by input team seeked to upgrade this current and help from local teachers, construction outdoor space- in participation with the workers, parents and volunteers. The users of the space - for Terre Des Hommes project’s motivation was based upon the (TDH). The project is embedded within the fact that, the schoolyard is for many children “Community Based Child Protection and in Egypt not just a place of education but is Psychosocial Support for Displaced Syrian one of the rare open space they can access Children and their Families in Damietta” free of charge to play and socialize. implemented by TDH. The Syrian community - the children in New Damietta is four to five hours drive particular- need a comforting environment from Cairo, Egypt. It is located in the North that helps them overcome their feeling of of Damietta governorate and surrounded insecurity. The stimulation and provision of by the Mediterranean Sea from the north, play and learn opportunities attempts to Hoosh Yegamaana New Damietta:

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‫ أماكن صديقة للطفل والمجتمع‬:‫حوش يجمعنا‬

Fig 1: Geographic Location of New Damietta.

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HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

help children return to normalcy. Since, the child’s development is tightly connected to the natural, built and socioeconomic environments. Thus, the combination of both physical interventions and activities is essential to create a friendly, healthy and safe space for children. Consequently, the aim of the project is to create a more functional, child friendly, educational and playful installation that fosters children of different age-groups and enhances their playing, learning and social experience, with the following objectives: • Give the children the time and space to just be children, • Provide safe spaces where children and youth can play, socialize, learn and express themselves in a supportive environment, • Exposing the children to a variety of learning experience, • Fostering children’s natural resilience and coping mechanisms, • Foster child development, • Stimulate creativity, • Enable the re-appropriation of space by the child, • Bring colours and arts closer to children’s heart.

of New Damietta. The Palace covers 9,477 square meter, with the theatre occupying the largest built up area in the building plot. The open space represents 59% of the plot with an area of 830 square meter.

In the South West corner of the Palace lay a patch of grass of a total area of 120 square meter with an iron roundabout, two seesaws, a balance and a swing which due to the lack of maintenance and the local climatic conditions were corroded and the plastic seats were partially broken. In addition, most of the games were individual oriented, depended on direct symbolism and were only appropriate for a certain age category. Hence, the main aim was to expand the playground zone and add to the current play elements others that were age appropriate and held multiple uses for

Fig 2: Expansion of the play area in the Cultural Palace.

both the children and the TDH team.

Due to the short time span of the project and the complication of the authorization The space set for this project initially was process, the site was changed briefly before an outdoor space in the Cultural Palace construction to the Central Park in New Damietta.

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‫ أماكن صديقة للطفل والمجتمع‬:‫حوش يجمعنا‬

Fig 3: Map of the proposed sites for the project,(Right) the Central park; (Left) the Cultural Palace.

Fig 4: The current condition of the play area in the Cultural Palace

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HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

2.Houch Ygamaana: New Damietta project 2.1 Introduction

The Central Park – the new site- occupies around 227,000 (around 24 times the area of the Cultural Palace) and as reported by its administration hosts around 10,000 visitors on public holidays. Consequently, this change in the site called for equal changes in the work schedule, the workshop methodology and for the following changes in the design: • The placement of the installation in a surveillance area to protect it from vandalism and theft especially during the night.

• The provision of a soft ground cover material as a substitute to the grass that was present in the cultural centre.

• More frequent maintenance from the park employee for the installation due to the significant increase in the users of the space.

1 Project 1 Main Issue Various Implementation Sites Same outputs and Objectives

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Fig 5: Location of Houch Ygamaana New Damietta Project

‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

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HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

2.Houch Ygamaana: New Damietta project

ing. (Wilson, 2009)

• Symbolic play: in which the child develops mainly his social skills through Play may often be looked upon as an unim- communicating through sounds, drawing, portant activity or an immature act, (Whi- and language. (DeVries, 2006). tebread, 2012) while play is the only activPretence or socio-dramatic play: ity where children reach mental, physical, • emotional and social development. It is by This has been proven to develop mental play that “children learn to solve their own and social skills. problems, control their own lives, develop Games with rules: in which children their own interests, and become competent • in pursuit of their own interests.”(Gray, 2010) negotiate, take turns, share and develop with this definition of play Kennedy (2009) their social skills (DeVries, 2006). defines play as the children’s work rather than the opposite of “work”. There are also The variety in types of play emphasises different types of play and each type aids that children should practice all the previin the development of certain skills for chil- ous types of play in order to have a healthy childhood experience and be equipped dren, such as: with the set of skills needed for their future • Physical play: also referred to as loco- life. motive play in which children develop their The opportunity to play is possibly hinbasic and fine motor skills e.g.: Jumping, dered by many factors such as lack of space climbing, swinging, cutting, etc... (DeVries, to play due to over-condensed urban areas, the unavailability of time to play due to 2006). overcrowded schedules with conventional • Play with objects: also referred to classes and learning techniques, and finally as manipulating objects, in which the child the lack of freedom to play due to overprodevelops his motor skills in addition to his tective parents (Whitebread, 2012). If these mental exploratory skills e.g. Throwing, mov- factors are permitted to dominate, the ing, arranging, dismantling, and categoriz- product will be a child deprived of a certain type of play if not all play.

2.2 Approach

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‫ أماكن صديقة للطفل والمجتمع‬:‫حوش يجمعنا‬

“In addition to education, all children have the right to rest, leisure and play.”

The European Parliament, 12 May 2011

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HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

According to research play deprivation is the cause of the rise in mental and psychological illnesses in children such as: depression, anxiety and a decline in the sense of control over their life (Gray, 2010). Hence, It is evident that the provision of the opportunity to play should be a priority of any responsible society aspiring wellbeing in the future. This can only be achieved through providing enough play-time, a safe playenvironment, sufficient independence for the child to play with free will and finally a suitable space to play.

“Where children play” has a very significant influence on the quality of their play experiences and thereby can contribute or retard it (Casey, 2003). Bishop (2000) emphasises on the role of environment in play by stating that “The environments that children experience in their early years of life are responsible for creating their understanding of many concepts, giving them spatial awareness, educating their senses, nourishing their curiosity, and encouraging their interaction.” The play environments vary from: indoor to outdoor, designed to spontaneous, constructed to natural, what counts is that the activity that occurs in the environment must be : “(i) self-chosen and self-directed; (ii) an activity in which means are more valued than ends; (iii) with

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structure, or rules, which are not dictated by physical necessity but emanate from the minds of the players; (iv) imaginative, nonliteral, mentally removed in some way from “real” or “serious” life; and (v) practised in an active, alert, but non-stressed frame of mind” (Gray, 2008) in order to be defined as a play-space.

Fig 6: A girl that ‘chose’ to play with sand.

It is a necessity also to choose the playspace in relation to its larger surrounding context such as: neighbouring buildings, surrounding streets, visibility and accessibility for the disabled and non-disabled.

Besides play- spaces being well located, they should also host a large range of play experience, allow children of different ages to play, make use of natural elements, pro-

‫ أماكن صديقة للطفل والمجتمع‬:‫حوش يجمعنا‬

vide opportunities for risk and challenge -in their general activities- and the context (Shackell et al. 2008) and finally hold within in which the installation exists, called for the design to integrate a larger variety of spaces of different characters. users: infants, children, youth, parents, the 2.Houch Ygamaana: New disabled and TDH personnel.

In the light of the variety of users and the Damietta project limited space, the single use of a design 2.3 Methodology & Project Process elements was not an option. So, the 2.3.1 Design methodology anthropometric, form, materials, safety measures and distribution of the designed Playscape - Play + Landscape - is the result elements, were altered to permit the of both tangible and intangible items. multiuse and age sensitivity, such as: “Tangible” refers to physical elements, • Increasing the width of the seating objects, frames and/or structures. Whereas elements allowing various body ergonomics “Intangible” refers to how these physical and position. elements are used, changed, deconstructed Adding slopes and spacing rather and/or experimented (through learning, • than continuous seats to act as sliding or playing, movement, etc). The symbiosis of jumping platforms. these two spheres is: the space. Thus, the combination of both physical interventions • Positioning the seats in a setting that and activities is essential to create a friendly, allows conversation, community gathering healthy and safe space for children, where or outdoor learning. the child is the unique actor to finally define Placing a large sandbox by the it. With the aforementioned alterations in • mind, the Houch Ygamaana installation seating area where toddlers can play under was constructed taking the following their parents’ supervision. design criteria under consideration: • Providing ramps rather than steps as entrances and exits of the installation, One space “suits” all: with dimensions that accommodate wheel The space was initially designed for children chairs, skates and skateboards. of age 6-12 who are the main participants in the project’s Workshop. Yet, the larger • Varying in the heights of platforms spectrum of ages handled by TDH (3- 18) to be challenging for certain ages and fair

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HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

for others.

• Creating an enclosure that can act as an exhibition, education or a gathering space and also provides space for privacy.

• Adding building blocks, mobile elements and soft ground cover options for large numbers and extension of the space when needed.

Ambiguity For Imagination:

On the contrary to most play spaces in Damietta and Egypt as a whole, The design intentionally lured away from direct symbolization in an attempt not to limit the user’s interpretation of the space. Thus, the design encourages the multiuse of the space depending on will and imagination.

The effectiveness of this concept was reviled during the construction period. When the installation was set up, it instantly raised discussions amongst passers-by on its exact function and purpose, some of which were: stage, temporary, kiosk, incomplete, pergola...etc.

Turning the preceptors of the space from passive to active recipients, not only simulated their imagination but also lead to the emergence of several unplanned activities and uses of space. But most of all it induce a sense of ownership and control over their own environment.

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Fig 7: The main zoning of the design.

‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

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HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

A Mobile Structure For A Shifting Space:

provided to allow freedom in the seating Due to the change of the site and possible arrangement and place. future transfer, the installation was designed to allow dismantling, relocation and even separation of the installation on several sites. Although the installation was intended for the Damietta Cultural Palace, it was easily placed in the Central Park in New Damietta and assembled in one day.

The installation was also designed to evolve according to the user’s needs where mobility extended to the design and furnishing elements. Bishop (2000) gives two convincing reasons for such a design concept. The first is “...change and novelty is able to stimulate interest and alertness and so children may be much more attentive”.

The second reason is that “...our senses are designed to monitor changing sensory input, not constant input”.

Therefore the following items were included in the design: • A series of 18 movable cubes were designed and manufactured to accommodate various uses and activities, • 170 Interlocking rubber floor tiles were provided to cover the hard tile flooring.

• A wood block play kit was designed and manufactured with repetitive modules and measures for children to create forms and enclosures while playing.

•

11 colourful bean bags were also Fig 8: The dismantling of the installation

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‫ أماكن صديقة للطفل والمجتمع‬:‫حوش يجمعنا‬

Fig 9:The multi-use of the space

Fig 10: General rendering of Houch Ygamaana instalation.

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HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

THIS PROJECT IS BY

2.3.2 Outreach methodology The project comprises of different subprojects that targets different groups of stakeholders with different interests and thus different objectives. It entails (see figure 12): (i) An architecture and landscape project, (ii) A training and awareness workshop with involved participants, (iii) The children space genesis workshop where finally the overall project take form.

An outreach strategy was necessary to be developed, particularly so TDH new Damietta team could reach the Syrian community in the city. A brainstorming session and site visits were conducted at the beginning of the project to identify stakeholders more likely to be involved in the project and to update the project’s plan to determine any needed changes.

Through this phase it was possible to evaluate the needed input from the different stakeholders, their interests and how they could contribute to the development of the project, implementation time and its sustainability. It aimed also to assess the risks and how far it was possible to develop a mitigation strategy.

Different outreach methods were identified and developed. Nevertheless, the best method identified was the social platform ‘Facebook’ and in particular the page of New Damiatta Central Park.

The

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logo

of

Houch

Ygamaana

was

tailored for New Damietta city and other communication icons were designed to reach the different social groups and in particular the children.

After the implementation of the project the workshop with children in the central ‘Public’ park seemed to be the backbone of the outreach strategy and acted as a space catalyst in the New Damietta Central Park.

Fig 11: The development and the tailoring of the logo for the new project

‫ أماكن صديقة للطفل والمجتمع‬:‫حوش يجمعنا‬

Fig 12: The Houch Ygammaana Project in New Damietta main components.

Fig 13: Repartition of identified stakeholders according to their interests and mapping their inputs within the project components

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2.3.3 Workshop Methodology The Workshops

Methodology and tools were also developed for the two workshops [Project component (ii) and (iii)].

• Group reflexion and knowledge exchange on the influence of space on child’s development.

• Closing the 1st day of the workshop with an exercise for the next training day: What are the playing activities that children prefer?

Workshop 1 -Target group: Volunteers -Number: 14 Day 2 -Workshop Theme: Why Playing is important for Children Development and Session 1: Protection • Warm up discussion about the -Duration: 2 Days playing activities that children prefer?

Day 1 (The differentiation between activities and play) Session 1: • Why playing is important for children development:(i) Literature, (ii) Case studies and best practices.

• Roundtable discussion and knowledge exchange regarding the topic in-hand.

Session 2: • The role of space: Definition of “Playscape” (a child-friendly Environment) • When can we consider the participation a real participation: Definition and types of participation with children.

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• Introducing Houch Ygamaana project including objectives, expected outcomes, challenges, tools & methodology.

• Presentation of ‘children space genesis workshop’ Schedule •

Questions/answers and debate.

Session 2: • Distribution of tasks and team building session.

‫ أماكن صديقة للطفل والمجتمع‬:‫حوش يجمعنا‬

The number of Volunteers for the “children space genesis workshop” is 13: five from TDH team (with shifts), three from Gamasa Syrian community (School teachers), two local students and three from Houch Ygamaana team.

Conflict managers

They manage any disputes in a calm manner and reconcile between any members in conflict.

Facilitators

They are responsible of logistics and coordination between team members.

The spokesman

He/she is responsible to address the kids collectively in a calm yet energetic tone of voice in which he/she should explain the workshop aims in simple means and have the children listen to other team members when needed.

The team structure was defined as follows: Monitors

They monitor the children and secure their safety and protection from any harm.

Supervisors They supervise the workshop (materials, food, beverages, etc) and are the workshop’s time- keepers and are also responsible for the children’s safety.

Helpers:

They help out other team members and replace them in the case of absence. It is their core responsibility to register the children and keep underage or extra children occupied.

Play workers

They are responsible for stimulating the children’s creativity, act as catalyst to the design process when needed and induce a participatory spirit.

Workshop 2 -Target group: The children -Number: *Targeted 45, maximum 60 *Attended: > 180 -Workshop Theme: Children place genesis workshop -Duration: 3 days The workshop day started with the preparation of the place, setting the working materials and tools followed by team briefing and finally the reception of children and registration. During the whole workshop, it was recommended to

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HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

encourage debate and discussion among the children. The day ended with a thank you note for the children followed by a brief meeting with volunteers and the cleaning of the space with the help of children.

Day 1: What do you play?

Tools: free-choice of selecting play and expression tools.

• The children learned how to work in teams, negotiate, distribute tasks and have fun by designing through play and art.

Session 1: Warm Up

Session 4:

Breaking the ice and getting to know the children: Let’s Know each other: who we are, why we are here and what will we be doing in the upcoming days?

Introduction to Origami

Session 2: What do you play?

•

Working groups of 5-7 children

• 2 monitors took note of the games played by the children and listen carefully to the names that children give to each.

• Facilitators were immersed between the children and will catalyze • 2 observers took note of the overall process, children behaviours, discussion and debate etc.

Session 3: Let’s play!

Group work to illustrate, create & implement games

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Brief immersion into the world of Origami within groups from 5 to 10 using colourful papers.

Note: The workshop day 1, the children had already invented new games by rethinking the known ones, thus and with the increase in number of children on the 2nd day; the workshop was organized according to 4 camps and 2 shifts to be able to manage the number within available resources.

‫ أماكن صديقة للطفل والمجتمع‬:‫حوش يجمعنا‬

Day 2: Let’s Invent New Games! (2 shifts) Session 1: Warm up & A Brief Summary of Day 1.

• Explaining the why’s and the topic of the day 1.

• Have feedbacks from children; (what are their expectations? ) SESSION 2: Let’s Invent New Games!

• Two groups distributed into two zones. The children among different groups invented games. They had to choose from 4 provided tools and camps to experiment with shapes, handmade, imagination and contextual design. (The children learn through this process how to build their teams to share a common space and to interact).

Day 3: The playkit (2 shifts) Session 1: Warm up and team building • The children were divided according to the numbers of stools (4) for assemblage.

Session 3: Distribution of certificates of participation and giveaways to the children and several group photo sessions.

During the first two days of the workshop the children learned first to think about the activity, the game: its specificities, who can play it (users) ? how (needs, constraints)? then to realize the context and the role of the location through inventing and implementing new games also the differences and diversity of design and similitude’s between the children themselves. The third day the children were introduced to the object that can by its uniqueness create a space for unlimited games: The Playscape.

The project ended with an opening event where an exhibition of the project was displayed (see figure 14) accompanied with a buffet and live music.

Session 2: The Origami • Assembling and realization of the playkit. the children assembled the kit in a way to create a Playscape according to what they defined as Playscape, (Make/ experiment/ personalize)

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HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

ART TOOLS

WORKSHOP TOOLS

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‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

‫‪ORIGAMI‬‬

‫‪35‬‬

‫‪PLAYSCAPE KIT‬‬

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

CHILD & COMMUNITY FRIENDLY SPACES

HOUCH YGAMA’ANA

Front Facade

CHILD &

FRIENDLY

COMMUNITY

Back Facade

The role of the space and its impacts on child play

‫ﻟﻠﻄﻔﻞ‬ ‫واﻟﻤﺠﺘﻤﻊ‬

Fig 14: Exhibition arrangement

36

Children need to play ‫ﻳﺤﺘﺎﺝ ﺍﻟﻄﻔﻞ ﺃﻥ ﻳﻠﻌﺐ‬ Children have a natural inclination to play. ‫ﻟﺪﻯ ﺍﻻﻃﻔﺎﻝ ﻣﻴﻮﻝ ﻓﻄﺮﻯ ﻟﻠﻌﺐ‬ It is essential to the healthy mental, physical, emotional and social development of every child. ‫ﺍﻟﻠﻌﺐ ﺭﻛﻦ ﺍﺳﺎﺳﻰ ﻓﻰ ﺍﻟﺘﻄﻮﺭ ﺍﻟﻔﻜﺮﻯ ﻭ ﺍﻟﺒﺪﻧﻰ ﻭ ﺍﻟﺸﻌﻮﺭﻯ ﻭ ﺍﻻﺟﺘﻤﺎﻋﻰ ﻟﻜﻞ ﻃﻔﻞ‬ While the needs of older children and teenagers are different from those of young children, they are no less important. ‫ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺮﺍﻫﻘﲔ ﻟﻠﻌﺐ ﻻ ﺗﻘﻞ ﺃﻫﻤﻴﺔ ﻋﻦ ﺍﺣﺘﻴﺎﺝ ﺍﻟﻄﻔﻞ ﻟﻠﻌﺐ‬ Children need freedom to play ‫ﻳﺤﺘﺎﺝ ﺍﻟﻄﻔﻞ ﻟﻠﻌﺐ ﺑﺤﺮﻳﺔ‬ Play takes place when children and young people get to decide what to do and who to do it with, when they negotiate their own rules and boundaries, and their imaginations are allowed free rein. ‫ﻳﺤﺘﺎﺝ ﺍﻟﻠﻌﺐ ﺇﻟﻰ ﻣﻨﺎﺥ ﻳﺨﺘﺎﺭ ﻓﻴﻪ ﺍﻟﻄﻔﻞ ﻣﻦ ﻭ ﺃﻳﻦ ﻳﻠﻌﺐ ﻭ ﻓﻰ ﻣﻨﺎﺥ ﻳﻘﻮﻯ ﺍﻟﻄﻔﻞ ﻓﻴﻪ ﻋﻠﻰ ﺍﳌﻔﺎﻭﺿﺔ ﻓﻲ ﺍﻟﻘﻮﺍﻋﺪ ﻭ ﺍﳊﺪﻭﺩ ﺍﳌﻠﺰﻡ‬ ‫ﺑﻬﺎ ﻭ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻄﻠﻖ ﺍﻟﻌﻨﺎﻥ ﳋﻴﺎﻟﻪ‬ It is not performed for any external goal or reward. ‫ﻻ ﳝﺎﺭﺱ ﺍﻟﻠﻌﺐ ﺑﻬﺪﻑ ﺍﳌﻜﺎﻓﺎﺀﺓ ﺍﻭ ﺃﻯ ﺣﺎﻓﺰ ﺃﺧﺮ‬ In supervised provision, trained playworkers have an important role in supporting children to help them create and explore their own play experiences. ‫ﻋﻤﻠﻴﺔ ﻣﺮﺍﻗﺒﺔ ﺍﻻﻃﻔﺎﻝ ﻭﻗﺖ ﺍﻟﻠﻌﺐ ﲢﺘﺎﺝ ﺍﻟﻰ ﻋﻤﺎﻟﻪ ﻣﺪﺭﺑﺔ ﻭ ﻭﺍﻋﻴﺔ ﳌﻨﺢ ﺍﳊﺮﻳﺔ ﺍﻟﻜﺎﻓﻴﺔ ﻟﻠﻄﻔﻞ‬ Children need space to play While children can and do play indoors, it is essential that children have easy access to outdoor space for spontaneous physical activity. ‫ﳝﻜﻦ ﻟﻠﻄﻔﻞ ﺍﻟﻠﻌﺐ ﺑﻔﺮﺍﻏﺎﺕ ﻣﻐﻠﻘﺔ ﻭ ﻟﻜﻦ ﻳﺠﺐ ﺃﻥ ﻳﺘﻮﺍﻓﺮ ﻟﻪ ﻣﺨﺮﺝ ﺍﻟﻰ ﺍﳌﻨﺎﻃﻖ ﺍﳌﻔﺘﻮﺣﺔ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻠﻌﺐ ﺑﻌﻔﻮﻳﺔ‬ Every child should have places to play close to home. ‫ﻣﻦ ﺣﻖ ﻛﻞ ﻃﻔﻞ ﺃﻥ ﻳﻜﻮﻥ ﻟﻪ ﻣﻨﻄﻘﺔ ﻟﻌﺐ ﻣﻼﺋﻤﺔ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﺍﳌﻨﺰﻝ‬ General community spaces, such as streets or the spaces between buildings, are important as dedicated play provision. ‫ﺍﻻﻣﺎﻛﻦ ﺍﻟﻌﺎﻣﺔ ﻭ ﺍﳌﻨﺎﻃﻖ ﺍﳌﻔﺘﻮﺣﺔ ﺍﺠﻤﻟﺎﻭﺭﺓ ﻟﻠﻤﺴﺎ ﻛﻦ ﻣﻦ ﺃﻛﺜﺮ ﺍﻻﻣﺎﻛﻦ ﻣﻼﺋﻤﺔ ﻻﻧﺸﺎﺀ ﻣﻼﻋﺐ ﻟﻼﻃﻔﺎﻝ‬ Children need time to play ‫ﻳﺤﺘﺎﺝ ﺍﻻﻃﻔﺎﻝ ﺍﻟﻰ ﻭﻗﺖ ﻟﻠﻠﻌﺐ‬ Children should have the chance to play every day, when they are not being told what to do, who to do it with or where to go. ‫ﻣﻦ ﺣﻖ ﺍﻻﻃﻔﺎﻝ ﻭﻗﺖ ﻓﻰ ﺍﻟﻴﻮﻡ ﺣﻴﺚ ﳝﻜﻦ ﺃﻥ ﻳﻠﻌﺐ ﺑﺪﻭﻥ ﺍﻣﻼﺀ ﺍﻷﻭﺍﻣﺮ ﻋﻠﻴﻪ‬ Children must feel safe and welcome where they play Communities must make safe, welcoming, accessible provision for all children to play, no matter what their age, physical or mental abilities, personal circumstances or cultural background. ‫ﻣﻦ ﺣﻖ ﻛﻞ ﻃﻔﻞ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺳﻨﻪ ﺍﻭ ﻗﺪﺭﺗﻪ ﺍﻟﺒﺪﻧﻴﺔ ﻭ ﺍﻟﻌﻘﻠﻴﺔ ﻓﻰ ﻣﻜﺎﻥ ﺁﻣﻦ ﳌﻤﺎﺭﺳﺔ ﺍﻟﻠﻌﺐ‬ Children are the best authorities on play Children know what they enjoy and what makes them happy. ‫ﺍﻻﻃﻔﺎﻝ ﻫﻢ ﺃﻭﻟﻰ ﻣﻦ ﻳﺴﺄﻝ ﻋﻦ ﻛﻴﻔﻴﺔ ﺍﻟﻠﻌﺐ ﻭ ﻣﺎ ﻳﺴﻌﺪﻫﻢ ﻓﻰ ﻭﻗﺖ ﺍﻟﻠﻌﺐ‬ Playgrounds or other spaces and facilities that will be used for play, including school grounds, will be more successful if children and young people are meaningfully involved in their design and in decisions affecting them. ‫ﺗﺼﻤﻴﻢ ﺃﻣﺎﻛﻦ ﺍﻟﻠﻌﺐ ﻳﺘﻢ ﺑﻔﺎﻋﻠﻴﺔ ﺃﻛﺜﺮ ﺣﲔ ﻳﻜﻮﻥ ﲟﺸﺎﺭﻛﺔ ﺍﻷﻃﻔﺎﻝ‬ Play is everyone’s responsibility ‫ﺍﻟﻠﻌﺐ ﻫﻰ ﻣﺴﺌﻮﻟﻴﺔ ﺍﳉﻤﻴﻊ‬

‫ أماكن صديقة للطفل والمجتمع‬:‫حوش يجمعنا‬

The role of the space and its impacts on child play Children need to play ‫ﻳﺤﺘﺎﺝ ﺍﻟﻄﻔﻞ ﺃﻥ ﻳﻠﻌﺐ‬ Children have a natural inclination to play. ‫ﻟﺪﻯ ﺍﻻﻃﻔﺎﻝ ﻣﻴﻮﻝ ﻓﻄﺮﻯ ﻟﻠﻌﺐ‬ It is essential to the healthy mental, physical, emotional and social development of every child. ‫ﺍﻟﻠﻌﺐ ﺭﻛﻦ ﺍﺳﺎﺳﻰ ﻓﻰ ﺍﻟﺘﻄﻮﺭ ﺍﻟﻔﻜﺮﻯ ﻭ ﺍﻟﺒﺪﻧﻰ ﻭ ﺍﻟﺸﻌﻮﺭﻯ ﻭ ﺍﻻﺟﺘﻤﺎﻋﻰ ﻟﻜﻞ ﻃﻔﻞ‬ While the needs of older children and teenagers are different from those of young children, they are no less important. ‫ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﺮﺍﻫﻘﲔ ﻟﻠﻌﺐ ﻻ ﺗﻘﻞ ﺃﻫﻤﻴﺔ ﻋﻦ ﺍﺣﺘﻴﺎﺝ ﺍﻟﻄﻔﻞ ﻟﻠﻌﺐ‬ Children need freedom to play ‫ﻳﺤﺘﺎﺝ ﺍﻟﻄﻔﻞ ﻟﻠﻌﺐ ﺑﺤﺮﻳﺔ‬ Play takes place when children and young people get to decide what to do and who to do it with, when they negotiate their own rules and boundaries, and their imaginations are allowed free rein. ‫ﻳﺤﺘﺎﺝ ﺍﻟﻠﻌﺐ ﺇﻟﻰ ﻣﻨﺎﺥ ﻳﺨﺘﺎﺭ ﻓﻴﻪ ﺍﻟﻄﻔﻞ ﻣﻦ ﻭ ﺃﻳﻦ ﻳﻠﻌﺐ ﻭ ﻓﻰ ﻣﻨﺎﺥ ﻳﻘﻮﻯ ﺍﻟﻄﻔﻞ ﻓﻴﻪ ﻋﻠﻰ ﺍﳌﻔﺎﻭﺿﺔ ﻓﻲ ﺍﻟﻘﻮﺍﻋﺪ ﻭ ﺍﳊﺪﻭﺩ ﺍﳌﻠﺰﻡ‬ ‫ﺑﻬﺎ ﻭ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻄﻠﻖ ﺍﻟﻌﻨﺎﻥ ﳋﻴﺎﻟﻪ‬ It is not performed for any external goal or reward. ‫ﻻ ﳝﺎﺭﺱ ﺍﻟﻠﻌﺐ ﺑﻬﺪﻑ ﺍﳌﻜﺎﻓﺎﺀﺓ ﺍﻭ ﺃﻯ ﺣﺎﻓﺰ ﺃﺧﺮ‬ In supervised provision, trained playworkers have an important role in supporting children to help them create and explore their own play experiences. ‫ﻋﻤﻠﻴﺔ ﻣﺮﺍﻗﺒﺔ ﺍﻻﻃﻔﺎﻝ ﻭﻗﺖ ﺍﻟﻠﻌﺐ ﲢﺘﺎﺝ ﺍﻟﻰ ﻋﻤﺎﻟﻪ ﻣﺪﺭﺑﺔ ﻭ ﻭﺍﻋﻴﺔ ﳌﻨﺢ ﺍﳊﺮﻳﺔ ﺍﻟﻜﺎﻓﻴﺔ ﻟﻠﻄﻔﻞ‬ Children need space to play While children can and do play indoors, it is essential that children have easy access to outdoor space for spontaneous physical activity. ‫ﳝﻜﻦ ﻟﻠﻄﻔﻞ ﺍﻟﻠﻌﺐ ﺑﻔﺮﺍﻏﺎﺕ ﻣﻐﻠﻘﺔ ﻭ ﻟﻜﻦ ﻳﺠﺐ ﺃﻥ ﻳﺘﻮﺍﻓﺮ ﻟﻪ ﻣﺨﺮﺝ ﺍﻟﻰ ﺍﳌﻨﺎﻃﻖ ﺍﳌﻔﺘﻮﺣﺔ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻠﻌﺐ ﺑﻌﻔﻮﻳﺔ‬ Every child should have places to play close to home. ‫ﻣﻦ ﺣﻖ ﻛﻞ ﻃﻔﻞ ﺃﻥ ﻳﻜﻮﻥ ﻟﻪ ﻣﻨﻄﻘﺔ ﻟﻌﺐ ﻣﻼﺋﻤﺔ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﺍﳌﻨﺰﻝ‬ General community spaces, such as streets or the spaces between buildings, are important as dedicated play provision. ‫ﺍﻻﻣﺎﻛﻦ ﺍﻟﻌﺎﻣﺔ ﻭ ﺍﳌﻨﺎﻃﻖ ﺍﳌﻔﺘﻮﺣﺔ ﺍﺠﻤﻟﺎﻭﺭﺓ ﻟﻠﻤﺴﺎ ﻛﻦ ﻣﻦ ﺃﻛﺜﺮ ﺍﻻﻣﺎﻛﻦ ﻣﻼﺋﻤﺔ ﻻﻧﺸﺎﺀ ﻣﻼﻋﺐ ﻟﻼﻃﻔﺎﻝ‬ Children need time to play ‫ﻳﺤﺘﺎﺝ ﺍﻻﻃﻔﺎﻝ ﺍﻟﻰ ﻭﻗﺖ ﻟﻠﻠﻌﺐ‬ Children should have the chance to play every day, when they are not being told what to do, who to do it with or where to go. ‫ﻣﻦ ﺣﻖ ﺍﻻﻃﻔﺎﻝ ﻭﻗﺖ ﻓﻰ ﺍﻟﻴﻮﻡ ﺣﻴﺚ ﳝﻜﻦ ﺃﻥ ﻳﻠﻌﺐ ﺑﺪﻭﻥ ﺍﻣﻼﺀ ﺍﻷﻭﺍﻣﺮ ﻋﻠﻴﻪ‬ Children must feel safe and welcome where they play Communities must make safe, welcoming, accessible provision for all children to play, no matter what their age, physical or mental abilities, personal circumstances or cultural background. ‫ﻣﻦ ﺣﻖ ﻛﻞ ﻃﻔﻞ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﺳﻨﻪ ﺍﻭ ﻗﺪﺭﺗﻪ ﺍﻟﺒﺪﻧﻴﺔ ﻭ ﺍﻟﻌﻘﻠﻴﺔ ﻓﻰ ﻣﻜﺎﻥ ﺁﻣﻦ ﳌﻤﺎﺭﺳﺔ ﺍﻟﻠﻌﺐ‬

SPACES

‫أﻣﺎﻛﻦ ﺻﺪﻳﻘﺔ ﻟﻠﻄﻔﻞ واﻟﻤﺠﺘﻤﻊ‬

‫ﻣﺸﺮوع ﺣﻮش ﻳﺠﻤﻌﻨﺎ‬

Children are the best authorities on play Children know what they enjoy and what makes them happy. ‫ﺍﻻﻃﻔﺎﻝ ﻫﻢ ﺃﻭﻟﻰ ﻣﻦ ﻳﺴﺄﻝ ﻋﻦ ﻛﻴﻔﻴﺔ ﺍﻟﻠﻌﺐ ﻭ ﻣﺎ ﻳﺴﻌﺪﻫﻢ ﻓﻰ ﻭﻗﺖ ﺍﻟﻠﻌﺐ‬ Playgrounds or other spaces and facilities that will be used for play, including school grounds, will be more successful if children and young people are meaningfully involved in their design and in decisions affecting them. ‫ﺗﺼﻤﻴﻢ ﺃﻣﺎﻛﻦ ﺍﻟﻠﻌﺐ ﻳﺘﻢ ﺑﻔﺎﻋﻠﻴﺔ ﺃﻛﺜﺮ ﺣﲔ ﻳﻜﻮﻥ ﲟﺸﺎﺭﻛﺔ ﺍﻷﻃﻔﺎﻝ‬ Play is everyone’s responsibility ‫ﺍﻟﻠﻌﺐ ﻫﻰ ﻣﺴﺌﻮﻟﻴﺔ ﺍﳉﻤﻴﻊ‬

‫ﺻﺪﻳﻘﺔ‬

‫أﻣﺎﻛﻦ‬

37

09 Dec.

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Preparation phase • Design and 1st manufacturing session • Site visit and measurements • Execution and finalizing design • Preparation phase logistics and end of manufacturing

Implementation Phase • Arrival of the team to the site and 2nd site selection • Implementation of the wood structure • Workshops with the volunteers and sharing knowledge sessions • Playscape Co-design workshop with children • Technical team departure • Opening event

Fig 15: Project Timeline: the phases of the project designed to fulfil the project’s goals.

38

14

‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

‫‪01 Jan.‬‬

‫‪02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29‬‬

‫‪4 25 26 27 28 29 30 31‬‬

‫‪days‬‬

‫‪11 days‬‬ ‫‪3 days‬‬

‫‪3 days‬‬

‫‪39‬‬

‫‪2 days‬‬

Implementation

Manufacturing

Preparation

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

40

‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

‫‪41‬‬

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

3.Core Recommendations and Conclusions

• Beverages and food distribution mechanisms during the workshop • The Installation should be should be rethought so as to avoid unmaintained periodically to withstand necessary queuing. Encouraging the the increase in amount of users (Park children to bring a homemade sandwich for the lunch- break would be a visitors). more convenient substitute.

• Using light movable object in Increased parental presence the space helped in creating a sense • of ownership and permitted the kids during the workshops hinders the to aid in organizing and cleaning up process and prevents the child from feeling unsupervised. of the space after each workshop.

Using Origami proved to be an • General activities run by TDH • should begin to gradually include interesting tool for all ages. Yet, with Egyptian children as means of inte- a large number of children the precigrating the Syrian children in the so- sion needed to achieve the origami is ciety and emphasizing on their with- hard to acquire. in.

• The warm-up art sessions and

• TDH activities should continue peer to peer relationship between the to encourage mixed gender group play-worker and the children helped activities and also not divide queues the children to express their fears and traumas. based on gender.

• Additional side activities should always be prepared within plan for underage or additional children.

42

• Children of all ages were attracted by the sound feature of the installation: stamping their feet on the wood, drumming on the bamboo and

‫ أماكن صديقة للطفل والمجتمع‬:‫حوش يجمعنا‬

the wooden boxes.

• The steep angle in the enclosure was the first spot the kids headed for in the design as it acts as an intimate and secure spot.

• For a group activity, the number of children per group should not exceed ten that each child have the attention and care needed.

43

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

44

‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

‫‪45‬‬

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

46

‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

‫‪The Project’s Diary‬‬ ‫‪12.01.2015 / 29.01.2015‬‬

‫‪47‬‬

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

12.01 Monday - 13.01 Tuesday

-Choosing the site -Begining of the implementation phase

48

‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

‫‪12.01 Monday - 13.01 Tuesday‬‬

‫‪49‬‬

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

14.01 Wednesday

-Lecture for volunteers -Site Construction -Coordination and preparation for the 3 days workshops

50

‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

‫‪15.01 Thursday‬‬

‫‪51‬‬

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

16.01 Friday - 17.01 Saturday -Final finishing and first users of the space -Last preparations before the workshop with the children

52

‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

‫‪16.01 Friday - 17.01 Saturday‬‬

‫‪53‬‬

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

18.01 Sunday -1st day of the workshop with the children

54

‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

‫‪18.01 Sunday‬‬

‫‪55‬‬

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

19.01 Monday -2nd day of the workshop with the children -Final touches before the opening

56

‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

‫‪19.01 Monday‬‬

‫‪57‬‬

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

20.01 Tuesday -3rd day of the workshop with the children -Final touches before the opening

58

‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

‫‪20.01 Tuesday‬‬

‫‪59‬‬

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

29.01 Thursday -The opening ceremony

60

‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

‫‪29.01 Thursday‬‬

‫‪61‬‬

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

62

‫حوش يجمعنا‪ :‬أماكن صديقة للطفل والمجتمع‬

‫‪63‬‬

HOUCH YGAMAANA: CHILD & COMMUNITY FRIENDLY SPACES

List of Figures & Reference

Figures Fig 1: Geographic Location of New Damietta.

Fig 2: Expansion of the play area in the Cultural Palace.

Fig 3: map of the proposed sites for the project,(Right) the Central park; (Left) the Cultural Palace.

Fig 4: The current condition of the play area in the Cultural Palace Fig 5: Location of Houch Ygamaana New Damietta Project Fig 6: A girl that ‘chose’ to play with sand.

Fig 7: The main zoning of the design Fig 8: The dismantling of the installation Fig 9: The multi-use of the space Fig 10: General rendering of Houch Ygamaana instala Fig 11: The development and the tailoring of the logo for the new project Fig 12: The Houch Ygammaana Project in New Damietta main components.

Fig 13: Repartition of identified stakeholders according to their interests and mapping their inputs within the project components Fig 14: Exhibition arrangement Fig 15: Project Timeline: the phases of the project designed to fulfil the project’s

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‫ أماكن صديقة للطفل والمجتمع‬:‫حوش يجمعنا‬

References: -Theresa Casey, September 2003, environments for play, Accessed online at www.thelighthouse.co.uk/playingplaces, Last accessed: 28 January 2015.

Bishop K. 2000, Designing learning environments for all children: Variety and richness, Accessed online at http:// www.ebility.com/articles/play.php , Last accessed: 29 January 2015.

-DeVries R. How to Promote Children’s Development through Playing Group Games, Accessed online at : http://www. uni.edu/coe/regentsctr/publications/ Moralandintellect.pdf , Last accessed : 2 February 2015.

-Gray P. 2008, The Value of Play I: The Definition of Play Gives Insights, Accessed online at: https://www.psychologytoday. com/blog/freedom-learn/200811/thevalue-play-i-the-definition-play-givesinsights , last accessed: 2 February 2015.

Factsheet for Families, Australia.

-New Urban Community Authority portal, 2014, Accessed online at: http:// www.newcities.gov.eg/english/New_ Communities/Damietta/default.aspx , Last accessed: 30 January 2015.

-Shackel A., Butler N. , 2008, Design for Play: A guide to creating successful play spaces, London , United Kingdom.

-The United Nations Refugee Agency, 2014, Syrian Refugees - Distribution in Egypt by District, Report 2014.

-Wilson P. 2009, The Playwork Primer, Alliance for Childhood, London, United Kingdom -Whitebread D. 2012, The importance of Play, University of Cambridge, A report on the value of children’s play with a series of policy recommendations, Toy Industry of Europe.

-Gray P. 2010, The Decline of Play and Rise in Children’s Mental Disorders, Accessed online at: https://www.psychologytoday. com/blog/freedom-learn/201001/thedecline-play-and-rise-in-childrens-mentaldisorders?collection=160576 , last accessed: 1 February 2015.

-Kenedy A. 2009, The Value of Play, A NCAC

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