"Children learn about themselves, others and the world they live in through play. Outdoor environments for play and learning can provide rich experiences for children who seek fantasy and adventure and are innately curious about nature. Children's environments, particularly school and neighbourhood playgrounds, parks and gardens, have the potential to facilitate learning through social, emotional, cognitive and creative opportunities. Unfortunately, in America, the play and learning potential for many outdoor play spaces is underdeveloped."
(Lauri Macmillan Johnson)
Fig.1 The Adventure Playground, 160 University Avenue, Berkeley, California is an example of an open-ended play environment.
Fig.2 commercially available play environments often work to regulate engagement according to social norms.
 Johnson, L. M. (2004). American Playgrounds and Schoolyards - A Time for Change. In School of Landscape Architecture. Tempe, AZ, The University of Arizona Press.
"the zoological garden, like the botanical garden emerges from Assyrian hunting parks (c1350 BC) in fiction from the mythological topos of Paradise (pairidaeza) shared yet differently interpreted by both Islam and Christianity. Whilst there is evidence of collections of animals in Egyptian and Chinese gardens, it is the Garden of Eden, which underpins modern western zoological and botanic gardens. The first modern botanic garden is attributed to the Padua University (1543), although it can be traced to Aristotle's Lyceum. The inclusion of collections of animals in gardens for mere spectacle can be most illustriously ascribed to the Romans who developed aviaries and menageries but the seminal menagerie design was that of Le Vau for Louis 14th at Versailles in 1663."
Fig.1. Jeremy @ picasaweb, 1 August 2008, 'Cassowary at Edinburgh Zoo', Scotland.