CHEHARDA designs and implements play, educational, and public spaces — and simultaneously researches, discusses, and explains how the environment affects childhood, the city, culture, and education.

Here you will find publications, interviews, news, digests, professional talks, research, and awards from the bureau.

We do not divide work into practice and theory.

Every project raises real questions. How does a child explore a space? Why does one courtyard become a meeting place while another remains a thoroughfare? How to preserve the freedom of play while ensuring safety? How to integrate natural materials into the city? How to turn an artistic image into a space that can be manufactured, assembled, and used?

Answers do not appear in isolation from reality. They are born in projects, on construction sites, in work with children, architects, educators, artists, engineers, city teams, and clients.

We gather this experience, discuss it, share it, and bring it back into new projects. The "Expertise" section is a place where you can see what CHEHARDA thinks about and why our spaces are designed the way they are.

We collect materials about childhood, play, architecture, the city, nature, education, culture, and the environment. Here you will find research, examples, observations, ideas, and projects that help look at space more broadly.

We tell you what the bureau is currently working on: new projects, openings, events, competitions, exhibitions, lectures, conferences, research, and professional initiatives.

Interviews, articles, expert comments, and media materials about CHEHARDA’s projects, children’s environments, play, architecture, nature, education, and the city.

We collect professional recognition of the bureau’s projects: architectural, educational, urban, and industry awards, competitions, and diplomas.

How the urban environment affects a child’s independence, freedom of movement, play, meeting others, sense of safety, and feeling of belonging to a place.

Why play is not a pause between important activities, but a way to explore the world, try things out, make mistakes, negotiate, invent, and build relationships.

How a courtyard, park, embankment, school, museum, street, or square becomes not just a territory for movement, but an environment for life.

How to work with topography, trees, water, seasonality, natural materials, and tactile experience — without treating nature as mere decoration.

How space helps learning through observation, movement, experiment, independent discovery, and joint action.

How an author’s image passes through working documentation, structure, safety requirements, production, and installation — without losing its character.

CHEHARDA’s projects have been recognized with professional Russian and international awards in the fields of architecture, urban environment, education, and children’s spaces.

Among them are the "Parks of Russia" award for the "Elmay" children’s park in the nominations "Children's Park" and "Premiere of the Year. Implemented Project" in 2025; the "Kazanysh" forum award for "Best Social Project" in 2024; gold diplomas from Build School Project for the "Old Lighthouse" playhub and the "Dragon" playground; Archwood awards for "Orlandia", the all-season "Fox" slide, "Giant Mushrooms", and "Ripening Quarter"; the international Martela EdDesign Award for "Giant Mushrooms"; and 100+ AWARDS for "Creaking Stumps".

Awards are important to us as external confirmation of quality. But every project has another criterion: does it become part of the local life, do people return to it, and does real play emerge within it?

It is important for us not only to create an object but also to understand why it works the way it does.

At the construction site, you can see how an idea changes in material. At the opening — how the space becomes part of the territory. In play — which routes children choose themselves, where they linger, where they meet, what they use differently than intended, and which opportunities turn out to be the most important.

This experience does not stay within the team. It turns into texts, lectures, articles, talks, educational formats, discussions with colleagues, and new design solutions.

Thus, practice becomes knowledge, and knowledge helps to work more precisely with the next territory.

Read materials, watch new projects, follow openings, publications, and professional conversations about childhood, the city, architecture, and play.