CHEHARDA is an architectural bureau that creates play, educational, and public spaces.

We work with play, architecture, landscape, natural materials, individual objects, and the real life of a territory. We create places where children are interested in moving, exploring, inventing, meeting others, and feeling independent, and where adults can be nearby, relax, and return again.

For us, a play space is not just a separate set of equipment. It is part of a city, courtyard, park, school, or kindergarten. An environment that shapes a child’s daily experience and influences how people spend time together.

Every territory already has its own character: topography, trees, architecture, history, routes, light, wind, people’s habits, and traces of their daily lives.

We do not impose a ready-made scenario on a site. First, we study the place and future users, and then we look for an idea that can connect everything into a single space.

Sometimes such a beginning becomes the image of a river, forest, northern animal, old tower, or urban quarter. Sometimes — an existing tree, slope, view of the water, or the history of the district. Sometimes — the need of children for movement, solitude, exploration, and free play.

Thus, not just a playground appears, but an environment with its own character — a place that cannot be moved to another city or repeated on another site without losing its meaning.

We believe that it is important for a child to be not just a spectator of a finished space, but also its explorer.

Therefore, in our projects, there is no single mandatory scenario. A play object can become a tower, a ship, a house, a mountain, a shelter, or a meeting place — depending on who interacts with it and how.

We use natural materials, trees of natural form, sand, stone, topography, and water not as decoration, but as an opportunity for play, movement, and imagination. In such an environment, a child learns to notice the world, try things out, negotiate, choose a route, and create their own rules.

An architectural approach helps to make this freedom meaningful: to connect play with the scale of the territory, architecture, landscape, safety, materials, and real operating conditions.

We lead a project from the first conversation about the territory to the opening of the finished object.

Work can begin with a site, a master plan, a sketch, an architectural concept, or a task to update an existing space. At every stage, we combine image, function, structure, materials, production, and the future life of the object.

Territory research
→ Concept and scenarios
→ Architectural and landscape design
→ Development of individual play objects
→ Production
→ Equipment certification
→ Installation
→ Post-launch support

We create authorial play objects and spaces that must be not only expressive but also safe, manufacturable, durable, and understandable to those who will use them every day.

CHEHARDA brings together architects, designers, engineers, technologists, production and installation teams, project managers, and specialists who help bring a complex idea to life in a real place.

In working on each project, different competencies are important: understanding the territory, architectural concept, play logic, structural solutions, production, working with materials, installation, and future operation.

We assemble a team for a specific task, because a project in a city park, residential quarter, school, or cultural institution requires a different scale, composition of participants, and ways of working.

We work with developers, city teams, schools, kindergartens, architects, landscape bureaus, artists, curators, engineers, manufacturers, and operation specialists.

Sometimes CHEHARDA leads a project entirely — from the first idea to launch. Sometimes we join an existing architectural or artistic concept to adapt it to the real territory, work out play scenarios, structure, materials, production, safety, and installation.

For us, partnership is not a formal list of organizations. It is the ability to hear each other’s ideas, agree on roles, and make the project stronger together.

The bureau develops along with its projects. We observe how children and adults use the built spaces, what works particularly well in them, what scenarios arise unexpectedly, and how the environment changes over time.

This experience influences subsequent projects. We refine play scenarios, materials, structural solutions, methods of working with topography, natural objects, and different age groups of users.

It is important to us not just to build an object and finish the work. It is important to us to create spaces that continue to live: becoming part of routes, meetings, memories, everyday games, and the life of the district.

Tell us about the project — we will help you understand what the space could be like, when it is best to get involved in the work, and what path to take from the first concept to opening.