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Rebuilding the relationship ignored between children and natural-built environment through scool garden designed by permaculture method
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Child’s perspective is ignored when designing built environment. Areas where child can contact with nature in built environment have decreased. Natural areas in the city are necessary for child’s development. This study searches for one of the ways of rebuilding relationship between children and natural-built environment via permaculture design system, which took a major role here as a tool used for strengthening tie between nature and children. The basic objective of this thesis is to improve the relationship between children and natural-built environment through design of school garden-playground area. To introduce permaculture method into child education and to equip the child with skills for both self-production of own food and maintain lifecycle without harmful to nature are the secondary aims of thesis. A design proposal on permaculture learning-playing garden is developed and implemented in the Secondary School of Karacaoğlan District in Bornova, Izmir. The questionnaires, seminars, workshops and discussions are performed in both design and implementation phases of this garden, which can be ascribed as a new natural environment in the built one for children. The case study shows that the collaborative platform revealed between child and designer is the essential strategy to rebuild the relationship of children with built environment. Furthermore, it is observed that it is possible to rebuild the relationship between child and natural environment via the education of permaculture design system, when it is provided in appropriate time period of childhood without relying on his/her socio-cultural background, family factor, and natural-built environment that he/she has grown.