21/09/2026
Thank you for this amazing article! It is always fascinating to discover new and different perspectives!
"What We Learn Here
- A lack of space can become a design parameter. The Vertical Playgarden demonstrates that even a six-meter-wide technical residual area can accommodate additional spaces for play, recreation, and learning if space is viewed in more than just two dimensions.
- A good schoolyard needs to accommodate different paces. In addition to sports and physical activity, children need places to observe, talk, hide, and retreat. Especially in large schools, the design of open spaces should reflect these different needs.
- Participation can lead to specific design decisions. The children's wishes for climbing structures, quiet spaces, and green areas, as well as the teachers' require-ments for visibility and safety, were directly incorporated into the Playgarden's design.
- Supervision and privacy are not mutually exclusive. Through visual connections, the accompanying layout, and spaces with varying degrees of privacy, children are provided with opportunities for privacy without compromising the necessary overview for the teaching staff."
The transformation of a narrow strip of land at an elementary school in Budapest into a multifaceted play and learning environment: the Vertical Playgarden.
