Rongxin Playground, Taipei
A manifesto of ‘how we live’
People often ignore how playgrounds are planned because it is universal. They are typical amenity features in many communities and neighborhoods. However, a playing field is not only providing game learning for children but also social bonding for adults. This tiny area may reflect our ideology of what a quality life is; it also manifests ‘how we live.’
There are several aspects we need to consider when planning the playground.
Start with 'How'
How do children play?
Generally, there are six types of play for children at early learning stages.
Active play
Sensory play
Creative play
Imaginative play
Social play
Reflective play
Children play differently by their age group and their interests. For example, infants enjoy playing in a natural environment and "sensory play," which helps them explore different textures through smelling, touching, and tasting. Their activity is limited to the soft and resilient surface that protects crawling and is comfortable to sit on.
Toddlers primarily like "active play" and "creative play." Walking, jumping, climbing, and running are "active play" that develops their physical strength. On the other hand, painting, singing, or dancing are part of "creative play" that allows them to connect with one another through creative expression.
Pre-school kids like all sorts of play. They gradually develop social, communication, and other intellectual skills at their age. During this phase, they also begin engaging in "imaginative play" and self-oriented "reflective play." Playhouses or dolls are shared in "imaginative play," which helps them mimic and adopt adult roles and society. They use sand and water to mold, sculpt, or other constructive forms to explore their imaginary world. They also begin to learn reading at their age; thus, watching, thinking, and daydreaming are activities to develop their intellectual strength.
These activities might be different, but all are necessary for the early learning stage and need these design elements to support them. For example,
Circular path: It branches through various playing areas. It offers separation of age groups or activities and links various play programs. These paths must be at a minimum of 5 feet so that two tricycles can pass each other.
Porches and decks: These elements are desirable, particularly when the outdoor weather is unpredictable. They could also be the supporting area next to the sand and water playfield. So children can easily change their activities without passing many paths. This bright, vibrant orange roof in Arlington Elementary School in Tacoma, Washington, created a weather-protected outdoor playing area. Children can feel they connect to their neighborhood surroundings but play without the local weather constraint.
Seating: Studies show children can focus more on learning if they are not requested to sit still at all times. In many cases, an outdoor classroom provides an alternative location for pedagogical teaching and experiments. These ‘seating terras' exhibited at the 2022 Lisbon Architecture Triennale are good examples of how we can creatively use readily available, low-cost materials to provide fun and comfortable seating for children (and adults).
Structure: Two structures are common in the playgrounds; one is the play house, and the other is the storage. The playhouse is essential for kids' imaginary play. It could be camouflaged as part of the natural scenery and should have adequate space and seating. On the other hand, the storage should be easily spotted and distinguished from other structures. Storages allow children to learn organization and cooperation skills by returning toys and sorting tools.
Fixed equipment: The fixed play equipment is often installed in a sizeable motor play area. It offers opportunities for climbing, riding, and other active plays to develop children's physical strength. The Bicentennial Children's Park in Chili is a perfect example of treating equipment as a superstructure, game-oriented playing piece. It encourages children to explore the limits of their physical ability through various levels of difficulties and challenges under one giant safety net.
Planting, landscape forms, shades: The planting area provides sensory play and natural learning environment. Landscape forms such as artificial berms and hills offer physical challenges and resting areas in the field. The seating area should be close to the shade to provide physical comfort and a view without glare. Ideally, the shade should cover at least 25% of the play area at noon on the summer solstice.
How to make a playground of equality
Since the ADA (Americans with Disabilities Act) was established, accessibility to sites has been required for all public spaces. The playground in a neighborhood or the (playing) schoolyard is no exception.
2010 ADA chapter 10, recreational facilities, lays out the accessibility design standards for the playground. It states, "Play areas shall comply with 1008". In all cases, the playground surface must be able to comply with the following situation: the run slope, cross slope, gaps, damages, change in elevation, vertical clearance, rolling resistance (for wheelchairs), etc.
Generally, ADA standards offer accessibility design guidance, and ASTM standards offers safety precautions.
How to make a safe playground
There are over 200,000 injuries happened in the public playground. ASTM (American Society for Testing and Materials) offers guidance to limit these hazards; it also touches upon general advice that can prevent danger from unqualified equipment.
Safety Measurements
ASTM-F 1951, Standard Specification for Determination of Accessibility of Surface System Under and Around. The specification applies to all materials used at the accessible route through the play area. The primary focus on those materials is their resistance: a rolling wheelchair can cross the surface and prevent impact from falling.
ASTM-F 1487, Standard Consumer Safety Performance Specification for Playground Equipment for Public Use. This specification offers dimensional requirements for their clearance and use zones. Its purpose is to reduce life-threatening injuries for users ranging from the 5th percentile 2-year-old through the 95th percentile 12-year-old.
ASTM-F 1292, Standard Specification for Impact Attenuation of Surfacing Materials Within the Use Zone of Playground Equipment. This specification provides the measurement of a playground surface's shock-absorbing properties. Playground surface tested for impact attenuation reduces the risk of severe head injuries.
Safe Materials
It is inevitable for early-age children accidentally taste the material they've touched. Therefore, avoiding using toxic materials such as pentachlorophenol or creosote on the site is critical.
The Quality of Life
Each of us has our idea of what a quality life is. Similar to the happiness scale, these life qualities are often difficult to define. Understanding these playing/ learning, accessibility, and safety measurements is the first step to quantifying the quality of our public space that will increasingly influence our lives individually and collectively.