Fitting Schoolyards to Kids' Needs

By involving the community in the redesign process, the designers hope to foster a new respect for these community spaces. "One of the values of participation is that through the process people gain a sense of ownership over the space," Mr. Francis says. "A schoolyard is a classic example of a space that belongs to no one. If you talk to the teachers and principals, it's always somebody else's space. It's controlled by the maintenance people or the school board or whatever."

If we just came in, tore up the old yards, and put in a bunch of new equipment, "it would get trashed," Francis says.

Along with helping the community reclaim and beautify their playgrounds, this project aims to provide a national model for contemporary schoolyards.

"The goal of this isn't just to make one good schoolyard; it's to make it so good that we embarrass education authorities nationally," Hart says.

"Schoolyards have always been dealt with as an afterthought," he says. The Harlem project involves completely rethinking the role of schoolyards. "This is really asking the question again: What is it for?" Hart says.

Children in this tough neighborhood have nowhere to play outdoors in safety. "Their parents pick them up at 3, and they don't let them out again," says Corine Pettey, principal of P.S. 208. "Children need a sanctuary."

"Most of the children in the neighborhood are allowed to play outside only when they can be supervised," says Dr. Katz, who conducted extensive research in the neighborhood.

To help provide a safe environment, the design team is advocating that the playgrounds be staffed after school and into the evenings by parent and community volunteers, Katz says.

"The schoolyard lies strategically between the school and the community and has a valuable role to play as a catalyst for building school-community relations," Hart says.

The idea for this playground-revitalization project sprang from a 1988 task force on early childhood playgrounds formed by District 3, which includes Public Schools 185 and 208.

When Hart attended one of the task-force meetings, the idea of a demonstration project using participatory design began to take shape.

The New York Board of Education had allocated $850,000 for resurfacing and fencing the two Harlem schoolyards.

"We asked that that money be held in abeyance since we were about to embark on a grander project," says James Mazza, who is the deputy superintendent of District 3.

Now that the design process is complete, Mr. Mazza will take the plans before the central district and request release of the $850,000. That money will be applied to the overall cost of redesigning the two schoolyards, which could be as much as $1.7 million, Francis says.

Construction isn't expected to begin until next year at the earliest. "I won't fool you," Mazza says. "I'm working with the New York City school system. Things don't happen overnight."

In the meantime, Hart is launching a fund-raising effort for the remaining construction costs. He's targeting foundations and private donors. "It's going to be a hard sell," acknowledges Hart. But he is confident that the money can be raised.

The designers are allowing for a process of phased construction. "It's not an all-or-nothing type of design," Katz says. "Parts of it can be done and other parts left until a later year."

In a final planning meeting, the group came to a consensus on what elements should be given priority. Once the resurfacing and fencing is complete, the play structures, gardens, and landscaping will follow.

Although Shanequa is graduating from elementary school this month, her enthusiasm for the project hasn't waned. "I'll be coming back to visit," she says.

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