`If possible, children of the 1950´s tried to be outside every afternoon, in summer as in winter.´ This informal way of playing together used to be the most important form of extra-familial activity, where primary motoric, social, moral and cognitive experiences could be made.
Today the ruins of World War II have been cleared away, new buildings are covering the formerly empty spaces, and the streets belong to cars only now.
From the point of view of development theory, the question is what significance natural learning and playing situations have for child development. How can the immediate surroundings be shaped, so that suitable primary experiences of adventure and risk facilitate an active conquering of space and promote an autonomous development of children and youth?
