Playgrounds

Modern playgrounds are safer, better designed, and better maintained than ever before. Why then are fewer children playing on them?

Playgrounds exist to provide children with a safe, fun, challenging environment in which they can play. They are a relatively recent phenomenon – at the turn of the 20th century children went to parks, but did not have a designated ‘playground’ area. As traffic increased throughout the 20th century, playgrounds became a safe alternative to the streets. Children are left with fewer options for places in which their parents are happy to let them play. The role of the playground in modern society is to provide children with all the developmental opportunities whilst minimising the risk of serious injury.

With increasing media attention on cases of injury , abduction or crime in society, parents are increasingly reluctant to let their children play outside and as a result children are rarely left to play unsupervised until they are at least 10. This fear, passed on from parents to children, prevents playgrounds from being used to their full advantage and deprives millions of young children the opportunities for physical, social and cognitive development that playgrounds offer, exacerbating developmental problems caused by lack of exercise and freedom.

Why are playgrounds important?

With obesity levels among children hitting record highs , there is little disagreement that physical activity needs to be prioritised. But the benefits of exercise go well beyond reduction of obesity - as well as burning calories, exercise is the single biggest preventative factor against depression.

When discussing what is best for children, a holistic approach to child development is likely to be the most beneficial as it is difficult to separate cognitive, social, and physical development. A playground provides a non-prescriptive environment where children can play and develop skills at their own pace. A well designed playground should include opportunities for cognitive development as well as physical and social development, but the chances are that if children are playing freely, they will be doing things which naturally develop a wide range of skills in all areas.

More than just physical health

Social development is now believed to be a precursor for cognitive development and playgrounds provide children with opportunities for cooperative play, modelling behaviour, conflict resolution, communication and turn-taking to name a few. Links between physical activity and cognitive development are also coming to light with increasingly sophisticated neuro-imaging techniques.

Traditionally, playgrounds were designed primarily for physical activity, with some consideration of social development. With increasing understanding of development, well-designed playgrounds can provide activities which stimulate development in a holistic way. For example, climbing activities which require children to cross their hands over increase the connectivity between the right and left hemispheres of the brain. Platforms of different heights strengthen muscles used in climbing and jumping, but also develop skills such as depth perception, risk assessment and an understanding of one’s own abilities and limitations.

What makes a good playground?

Differentiation and a wide range of play opportunities is essential. Young children feel more confident in small groups, so a modular design rather than a huge structure is likely to be more appealing. Equipment which provides for a variety of play styles (contemplative-imaginative, high adrenaline-physical, social-cooperative) and does so in a way that the children playing an imaginative game will not get jumped on by the adrenalin seekers is also likely to be popular.

In order for playgrounds to be used well, both parents and children need to approve of them and they need to appeal to of children of a wide range of ages. People are creatures of habit and if children are used to going to the playground from a young age, it is likely that they will continue to do so as they grow up. It is parents who determine the activities of pre-school children and so in order for the parents to want to take their children to the playground it needs to appeal to parents as well as children. Not only do parents need to feel confident in the equipment, they also need to be willing to be there themselves. If parents are provided with a place to sit and socialise with their friends, they are more likely to let their children have more freedom.

Not just for the children

Parents also need space from their children and a chat with their friends in the playground whilst their children are playing may give parents access to valuable support networks that can help prevent feelings of isolation and in some cases post-natal depression.

The parents’ area should be closest to the baby/toddler equipment to allow parents to socialise whilst supervising the children who most need attention. Older children should be given equipment which enables them to play without constantly being in sight of the parent’s area. As long as a child knows where the parent is, and feels confident that they can get attention if necessary, there is no need for constant supervision.