Index: EDUCATION MATERIALS AND EQUIPMENT No. 184 Design Ideas for Pre-School Centres and Play Spaces Hiroko Kishigami S. Unesco , Bangkok The following texts first appeared in the series Educational Building Digest Nos. 17 and 19 respec- tively, published by the Unesco Principal Regional Office for Asia and the Pacific (PROAP). Original English Unit for Co-operation with UNICEF and WFP Paris, September 1988 ~The views and opinions expressed in this paper are those of the authors ‘and do not necessarily reflect those of Unesco 18x €0/88/07/490.3100Reprinted for world-wide distribution under UNESCO-UNICEF-WFP Co-operative Programme D EDUCATIONAL BUILDING DIGEST 7 UNESCO REGIONAL OFFICE FOR EDUCATION IN ASIA AND THE PACIFIC D (PO. BOX 1425, BANGKOK, THAILAND DESIGN IDEAS FOR PRE~SCHOOL CENTRES INTRODUCTION Increasingly, educators are emphasizing the importance of sending young children to pre-school centres. This is being done because research has shown that the pre-school years are crucial to child develop- ment. Such centres help to prepare children for primary education and for life in general. Between the ages three to six the learning process is very different from later years, and therefore these centres should not be run as small schools. Neither should they have the appearance of schools. Designs need to take into account learning activities suitable for children at these ages as well as the cultural context in which the children live. Many centres are community built and staffed by volunteers, so parents and the community as a whole need to be involved in the design as well as the construction. This digest first briefly reviews various aspects of the development of young children. It goes on to present ideas how space and equipment can be designed to facilitate learning as it occurs in young children. At the same time emphasis has been placed on achieving adequate facilities at low cost by using inexpensive materials or items from the home environment The brain at three years is eighty per cont of the adult Children learn best through actively doing and ranipula- brainsmass (at birth: 360g, 1 year 1050q) ting Children have a natural desire to lean, but learning through Children learn at al times and in all places. The learning written words does not usually develop before the age of is continuous and informal seven years. Their capacity to learn develops in sequential steps. A list They learn from each other, from older children, from of some typical abilities i given below, for children in three adults, and from the physical environment. aye groups. DEVELOPMENTAL STAGES OF 3-6 YEARS OLD 3 Years 4 Years 5-6 Years — Starts to grip pencil correctly end» ~ Handles pancil correctly and can — Produces colourful self portraits raw symbolic figures identify 3 primary colours and identities a range of colours — Plays briefly with fiends — Plays with friends = Enjoys talking with adults and — Recognizes objects and different — Differentiates between shapes but helping adults’ work iates open and closed shapes cannot copy them yet ~ Copies shapes and letters ~ Catches a big ball with both hands — Catches and throws a big ball = Catches and throws a smal! bal against chest and kicks a ball — Skips more than 3 steps — Skips on one foot — Skips one oF two stops — Walks steadily in a straight line — Balances and walks alone on a — Runs well, but gets tired easily __ Recognizes differences in. size, raised plank ~ Discriminates between different shape and weight — Identifies spatial, value and time smells, tastes and sounds ane nee relationships — Imitates adults (eg. playing house) make-believe — Imitates reading behaviour = 1,000 word vocabulary, speaks in — Uses complete sentences — 2,000-4,000 word vocabulary, sentences of 4-5 words well formed sentencesDOMAINS OF DEVELOPMENT THAT CAN BE FOSTERED IN PRE-SCHOOL CENTRES (Note: With young children learning is holistic and therefore is not divided into subjects or other categories.) 1. Physical Development 2. Intellectual Develop: ment = need for the develop- ment of gross and fine motor co-ordination — language development = cognitive development [problem solving, spa: — need for adequate space cial perception, couse to facilitate freedom of and effect, making ab- movernent stractions, symbolizing ‘concept of space, time, = need to develop bodily cone ‘concept (body image) related to left or right, dominance and eye movements for reading = body movements tate: rally and_ directionally 3. Social Development 4, Emotional Develop- ment group membership — love, befongingness acceptance of one’s er —— willingness to accept rors, guidance leadership responsibil: — need for recognition ty and sense of UY St confidence leaning 10 abide bY oa tivity rules Social sensitivity, res. cultural and social iden pponsbility, justioe and tity capacity to expresssym- —— frustration tolerance pathy CHANGING TRENDS OF PRE-SCHOOL CENTRES SERVING YOUNG CHILDREN Old type = Miniature school (copy of primary schoot with chalkboard and miniature desk and benches) = Privately owned and operated — Mainly indoor classroom as learning space (predominantly for formalized learning-reading and wiring) — Textbook based learning — Ready made and sensation oriented equipmant such as se0-saws and swings with little space left for imaginative play. 7 sociat oBiecTives AND CONSTRAINTS: ANTHROPOMETRIC | | SPACE ARRANGEMENT | New type Pre-school centre, (with movable, multi-purpose furniture and plenty of ‘working and display surfaces) Co-operation among communities, parents, teachers and government agencies. Outdoor garden and verandah as additional learning space. Learning from nature and experience, Motivate children and create self-learning situations according to the child’s developmental stages by offering ® varied and stimulating environment. (Open space for free play, Indigenous games. Equipment for motor skil! development, AREAS OF CONCERN FOR DESIGNERS 1, QUIET PLAY 2. ACTIVE PLAY 3, SELF EXPRESSION 4, INTERACTING WITH ENVIRONMENT 5, NUTRITION AND HYGIENE IV_ DESIGN OF ACTIVITY SPACES (structured) ~ toys, counting, shapes, letters, etc (structured) — game by rule, whole class or group (structured) — art, music, drama, physical movement (contrived) = fishpond, pots, ete — block construction, doll play. ete = run, throw, crawl, climb, push, ete — role play, fantasy play, ete — natural, woods, field, etc. — eating, cooking, utensil washing = washing, toilet \V_ DISPLAY CUM STORAGE1 SOCIAL OBJECTIVES AND CONSTRAINTS preschool 1 2 3 centres are | to provide custodial care to ive children a better to provide a heathy established | and to release mothers startin formal and stimulating for various | for employment edivcation exvironment for total reasons child development Half day Full day Supervisor: child ratios activity | Primarily tre activity cae sessions ® _, — Onesuperisor: programmes | programme — Twoshifts = provisions @GD) ® five chitdren take Primarily structured = or,utilize for mid-day wy oD whoare ditterent | programme the otherhalf meal disadvantaged forms. | Mixed Programme Gay for ~ seeing GH, One supervise: community — washing A five to ten visits: — sick room ‘normal children low construction costs can be THAILAND) JAPAN CHINA, achieved by using community | area minimum | resources per costsand | ~ volunteer labour child from space — inexpensive or donsted (40 chitdeen) | (40-chitdren) (360 chitdren) | various standard local materials im?) 1 room provinces = simple construction Indoor 1.86 4.50 263 | 350- 6.00 techniques Outdoor 5.00 7.80 2.30 3.50 ~ 12.00 11 ANTHROPOMETRICS Body sizes of Japanese children Year month 1 2 33 456 ret 361297 40 211 15 40-6 jor 41 251216 46-12 105 aa 261216 Ir he 50-6 10745 27127 5612 10946 27137 je 6 08 13 48 21318 — Suggested design dimensions for three to six year olds (in em) — These should be used to provide child-scaled environments. which encourage children to do things by themselves. Mo- t tft 145| a0 OP seat and working platform for steps ‘ised height of partition surface Sleeping and platform chalkboard ‘auiet play display maximum page for water oor switeh mirror plant wash standing bord reach cups or rob height growing Stand working towels sed surfoce clothes play= correct siting for wind direction and sun orientation creation of micro. climate by planting big trees and making a pergola 1 SPACE ARRANGEMENTS Sheltered Space Enclosed Space oftica keitenen washroom toilet storage display plstform for napping work tables visual centre community relationship should be members between the a part of should be centre and residential Communjty able to see the community work place into the or academic p+ SRM. centre but community entry end PON exit should be supervised Enclosed Outdoor Space contrance fog living things large toys entrance to-contre ‘ways to open view without Unenclosed Outdoor Space large play equipment earthmound, tunnel ‘nd other landscaped lements toplay ground Saint ~ Maintain open space and provide soft surfaces around play equipment Remove, replace or repair all broken and old equipment as soon as possible Fence the entire compound so children can move freely and socialize and do things by themselves Prevent children from breaking glass windows by using wire mesh, guard rails or grills of wood or bamboo Keep site free from poisonous plants or insects — Round off or pad all sharp and jagged edges of furniture and buildings Safety plants = furniture — Internal Space Arrangement Patterns @ Place to be alone Multiple-use Furniture to create small spaces peat ace oa @ enclosure Place » ‘quiet a4 a ee cA : os , = “, @ oo® @ ~ e just to watch messy, es construction * vty requires storage two height sauatting {ables stacked into shelves ‘a spoce dividerIV DESIGN OF ACTIVITY SPACES The suggestions for the designing of activity spaces incorporate all four domains of child development mentioned on page 2 In any activity two or more of these domains of child development will be fostered, 1V(1) SPACE FOR QUIET PLAY — for developing fine motor skill co-ordination ~ Provision for both individual and group activities, = children learn to manipulate fingers — Try to store all the materials for one type of activity = children learn to salve problems in one fixed place, so that children (a) know where to —concepts such as numbers, shape, colour, sequence 0 and put them back; and (b) get used to working in weight, texture fone corner Furniture: movable, flexible as a working Used as surface and a seat used as a working used as on a acAiny = two height squatting table used either as ‘wo six seater tables put working surface or as a seat together with stools Game Comer Quiet Corner Doll Corner Painting Corner Messy Corn cards (tree play) oper boats, measuring cups objects ="playinghoue ——penels a tube. 3 hose, puzzles fora cushion = playing shop rayon, ‘water mill SMhumber activities = ooking at = playingeate paints a pater play = sorting pictures = pretending ‘modelling ley = measuring = classifying = looking out glue & coloured powders v window Construction am Drawing Corner a. Grate Corner aa. Messy Corner si (ree play) pencl & paper esas & thread a bucket, 9 shovel blocks of wood "acing outline ute & bolts cardboard box, tin cans and objects A sewing & stitching toys te = colouring picture cutting aper & fabric = measuring = Grawing line & shape — weaving 5IV (2) SPACE FOR ACTIVE PLAY Activities which help develop gross motor co-ordination running, rolling, pushing and pulling, walking, swinging, bouncing, sliding. balancing. dancing, hopping, splashing, throwing and catching, stretching carrying and. stacking, crawling, swimming, skipping, jumping.lifting Soft surface: sand, earth, grass swinging bouncing ball Outdoor storage to play insise 14 movable binto outdoor Play tines ‘Things that can be used for these activities natural. slope, hill, stream, wooden planks, stick, wall, tubs boxes, umbrella, steps, buckets pits, kites, balls,paper benches, flower-pots, cloth, hand-carts, pools, tyres, racks, balloons, handkerchief,ropes, ‘tree,hoops bricks.large card board boxes lying, rolling, bend sitting, crawtingIV (3) SPACES FOR Help children to learn to speak and understand language ‘well before reading and writing SELF EXPRESSION = Children express feelings through talking, music, dane ing, dramatic play Dramatic play is a natural activity of pre-school children ‘Activities which help develop self expression dramatizing, singing, telling and listening to Stories, gesture, puppets, playi body image-drawing on sand or moist earth, rhythmic games, ing house and store, playing musical instruments, dressing-up = — window, a column securely 3 wm Te a ‘pots &pans ‘broken parts bag. Qe = Oz, we iuece ‘open storage drum, bell toencourage ‘riangle, dholak oe daphiiameu rmonjva, ektar . pine, rattle covered under verandah pergola 81V (4) INTERACTING WITH ENVIRONMENT = take care of plants, vegetable (flowers, grass etc.)1V (6) NUTRITI children need to have a balanced intake of protein, calcium, vitamins etc. provide good nutrition social experience of eating meals together and learn good manners Preparing supplemental feeding and. utensil washing ‘accessable cockroaches fee rats sand for Srsin water Eating: ION AND HYGIENE — hygiene education of washing hands and brushing teeth leads to better health —go0d habits —low cost solution Drinking water and washing hands hendtowel drinking drinking pall of water for washing ‘Seat the children in a circle or two rows facing each other, rather than one straight line Several small groups are better than one large group. on verandah Garbage Washing and Toilet Napping ‘enough space for an adult to help ehikdven ne allow View into toilet By an adult Nae OR Tyagi: ‘and buttoning sleeping area round kiosk locate were handy at the corner of eating oF always burn in an keep incinerator covered oriaen fitdrum bury in 8 boneh (made of scot bamboo ar wood) a plattorm RWWA 10Objectives — Show children’s own art and craft work: — Make place attractive and cheer ful — Show them many unfamiliar things Methods = material should be stored — label containers or displayed adjacent to and place them the area of use aways at the se pieture labo — material tobe displayed or stored distinctively by placing ‘contrasting colour, shape, siz, material, next to wach other on shell Store play material in container: = V DISPLAY CUM STORAGE — Help children to choose what to do — Awaken curiosity — Teach grouping and sorting ‘Establish habits of putting things in the correct place stora one kin in ‘otherwise material Bt the bottom would ot suggest use fig Sp Ties Revorene oit = cart for outdoor pots, bowls, ars ‘ghee of biseuit ean for outd i ploy materials Display cum storage of two dimensional objects: charts, posters, pictures and maps hang ropes or strings from nail stretch cloth across 8 Window. a door oF hang on 8 wal and attach display matarils (as sari, mat oF jute mit (or thick paper! Display cum storage of three dimensional objects: science material, geometric shapes and objects nREFERENCES. Architectural drawing of small to medium scale buildings (Zhongxieoxing minyong jianzhu tuji) Beijing, China Building Industry Publications, 1982. 186 p. Text in Chinese. Educational Facilities Laboratories. The early learning cen- tre, Stamford, Connecticut, by Sherwood Kohn. New York, N.Y., 1970. 30 p,, illus ———. Patterns for designing children’s centres, by Fred Linn Osmon. New York, N.Y., 1971. 128 p., illus ‘Schools for early childhood, by Paul Abramson. New York, N.Y., 1970. 52 p., illus. (Profiles of Signifi cant Schools) Frost, Joe L. and Joan B. Kissinger. The young child and the educative process. New York, Holt. Rinehart and Winston, 1976. 390 p,, illus. “Human engineering data collection for educational facil ties” in Make a Study of Webbing, no. 28, Fukoku Co. Ltd., 1975. 24 p. Text in Japanese, Institute of Advanced Architectural Studies. A right to be children: designing for the education of the under- fives; an account of two courses held at the Institute of Advanced Architectural Studies, Univesity of York: April and July 1974. London, 1976. 118 p., illus. Japan, Ministry of Education, Administrative Bureau. Educational Facilities Department. Facilities Planning Division. School furniture guide, Tokyo, 1981. 108 p, Text in Japanese. Miller, Peggy L. Creative outdoor play areas. Englewood Cliffs, New Jersey, 1972. 61 p.. illus. Piaget, Jean and Barbel Inhelder. The child's conception of space. London, Routledge & Kegan Paul, 1971, 490 p. Ratnaike, J. Frameworks for curriculum development at the preschool level: note for discussion. Bangkok, Unesco Regional Office for Education in Asia and the Pacific, 1983. 68 p. mimeo. Sheridan, Mary D. Spontaneous play in early childhood from birth to six years. Windsor, Berks., NFER Pub- lishing C., 1977. 87 p., ius Somerset, Gwen, Vital play in early childhood. Auckland, New Zealand Playcentre Federation, 1976. 159 p., illus Tokyo Board of Education Educational Research Pilot School (Kindergarten). Bringing up lively children — Acquainting them with natural surrounding. 3 vols ‘st year report, 1974; 2nd year report, 1975; 3rd year report, 1976. Tokyo, Chiyoda-Kuritsu Bencho Kin dergarten, Text in Japanese. Training of day-care centre workers in a refugee camp in eastern Thailand, by Mrs. Yukie Sato. Tokyo, Caring for Young Refugees, 1981. 184 p., illus. Text in Khmer. U.K. Department of Education and Sciences, Eveline Lowe Primary School, London. London, H.§M,S.0., 1967. 93 p.,ilus, (Building bulletin no. 36) Architects & Building Branch, Building for nursery education. London, H.MS.O., 1968, 37 9 (Design Note 1) Unesco. Classroom Furniture. Bangkok Reprint series 1979, 41 p.. illus. (Educational Building Document no. E. 2) Unesco. Regional Office for Education in Asia and the Pa- cific, Bangkok. Constructing low-cost child develop- ment centres for Thailand, Bangkok, 1982. 14 p., illus. mimeo Unesco. Unit for Co-operation with UNICEF & WFP. Common “street” games and child development; suggestions for designers of early childhood educa- tional activities, by Nico van Oudenhoven. Paris, 1983, 11. p. (Child Family Community, notes, comments, N.S. 124) Early childhood education through home-based activities, by J. Ratnaike. Paris, 1981 11 p. (Child Family Community, notes, comments, NS.94) © UNESCO 1984 UNESCO REGIONAL OFFICE FOR EDUCATION IN ASIA AND THE PACEIC 4 EDUCATIONAL BUILDING DIGEST »> CPO. BOK 1425. BANGKOK, THAILAND ‘8x E9/84/0P1/462-2000Reprinted for world-wide distribution under UNESCO-UNICEF-WEP Co-operative Programme EDUCATIONAL BUILDING DIGEST 19 UNESCO PRINCIPAL REGIONAL OFFICE FOR ASIA AND THE PACIFIC BANGKOK , THAILAND DESIGN IDEAS FOR PLAY SPACES FOR THREE TO SIX YEAR OLDS HWS Sos = WINS Nag AE, The children were shouting together And racing along the sands, A glimmer of dancing shadows, A dovelike flutter of hands. \ R&R The stars were shouting in heaven, \! The sun was chasing the moon: : “am! The game was the same as the children’s, They danced to the self-same tune. The whole of the world was merry, ) One joy from the vale to the height, Where the blue woods of twilight encircled sa The lovely lawns of the light. WHAT IS A PLAY SPACE? = Itisa joyful environment. — There, children play everywhere, anywhere; and everything around them becomes a part of their play. ' It offers environmental stimuli where children learn by doing and learn through playing. = Itis a safe, healthy environment for play which builds strong bodies and develops emotional stability.1, WHY PLAY SPACES ARE NEEDED PLAY SPACES SUPPORT DEVELOPMENTAL NEEDS OF CHILDREN IN ALL DOMAINS: 1. Physical Development ‘Through active play, children develop: physical skills + co-rdination athletic skills, = elegance of performance = stamina safety skills survival skills Cognitive Development Children learn: about mass, conservation, volume through activities such as sand play; about weight and gravity through actions such as throwing, lifting or dropping; = about sories making, order and numbers through activities such as climbing steps = about time and space through activities such as running: to use intuition, imagination, logic and problem solving skills through games; 3. Social Development Through group play, children learn: = to share things; = to-cope with conflict situations; to trust and respect others; = to share the joy of play. Through supervised play, children learn: + to follow directions; = to communicate with adults and peers; ~ collective and individual responsibility Emotional Development Through active play, children develop: + self-learning and solf-reward; = self confidence and self-respect; ~ a sense of adventure, accomplishment endurance, altertness and salf control, ‘Through spontaneous play, children develop: = a sense of freedom; = ability to cope with personal challenges ability 10 control agression. ‘Through structured play, children develop. ~ improved attention spans and perseverance, \Various combinations of developmental learning in the four domains take place in the play space, For this reason, well designed and properly managed play spaces provide the child with a total learning experience. PLAY SPACES CAN HELP CHILDREN COPE WITH CONTEMPORARY LIFE Play spaces are needed to com- pensate in places where various changes are occuring which in- directly result in diminishing care for children from traditional sources. Developments which are having this effect are: 1. Social Change + Decline of extended family Units as a result of migration to cities, + Reduction of grand-parents’ care of children asa result of changing nuclear family structure, + Successful population education leading to one or two child families where children are born only a few years apart. In ‘these families the elder children are not old enough to take care of younger ones, = Congestion of urban areas — no ‘adequate space to play indoors or outdoors, 2, Economic Change = Increase in the number of fam- ilies with both parents working. 3. Special Cases = Construction sites; = Refugee centres; + Slums; +. Hospitals; + overcrowded urban areas; ‘are all places where urban children peed a place of their own to avoid danger to themselves and to pre- vvent them fromm hindering other activities.HOW CHILDREN LEARN Active manipulation of objects, materials and equipment, leads to self-discovery of knowledge, Incorporating the active learning with spontaneous play in developmental se- quences isa very ef- fective learning strategy for the child, Language, play, imagery, symboliz- ation and trial and error manipulation ‘can assist in the ‘transformation from percept to concept. ‘The child alone has to make the leap from percept to concept. This is ‘achieved through structured and un- structured play with ‘ther children and alone, 2. HOW CAN PLAY SPACES HELP CHILDREN LEARN? CHARACTERISTICS OF GROWTH ACTION OF CHILDREN PRODUCING PLAY SPACE Growth-producing: Child engaged in ~ Play equipment is grouped to form co-operative play with adults or other sets of movements that flow from children, tone to the other. Growth-inhibiting: Children moving Makes provision for individual pace from child to child or one play ac- tivity to another with little long lasting contact with other children Of development for the child with ‘opportunities for child to child co- ‘operation rather than competition, or adults, Growth producing: Children making The child's self motivation and fee!- choices about what they will do. ing of competency and ability is not Growth-inhibiting: Children being hampered. directed all the time by adults ~ Easy access to classroom, o ‘Varied and rich play area with choice of equipment. Growth-producing: Children using + Clear instructions by teachers on equipment as they are intended to how to use play equipment, be used. Offers graduated challenges, with- Growth-inhibiting: Children using ‘out being too difficult, for children equipment in aggressive ways often of each age in the group served. aimed at another child, Growth-producing: Children being Provides variety of stimuli through absorbed in the activities, and games different shapes, colours and and attending to what they play. materials, Growth-inhibiting: Children being in- Combines active play equipment attentive, listless and easily distracted, with restful ones such as a play house, platform or hiding corner. = Away from traffic, toilets or other distractions. Growth-producing: Children being Child size play equipment, usually considerate of other children ‘Safe without continuous adult and their play equipment. supervision, Growth-inhibiting: Children often dis Provides carefully designed sequences rupting activities of others, Heavy Of learning activities svitably graded reliance upon adult intervention in for different ages ‘the maintenance of order and con- trol Growth-producing: Children helping Activities and equipment, self to organize activities of the pro- encountered and self-selected by gramme, assisting staff in arranging the child equipment, distributing materials and Child scale storage — close to play cleaning up when necessary, space, easy to use and to keep Growth-inhibiting: Children being clean, childran help themselves. directed by adults to and from ac- tivities. Long period of random activities or waiting before being ready to play.WHERE TO LOCATE PLAY SPACES Found space + dead-end streets > walkways or paths + natural areas with trees, earth + vacant lots Designed space = Blocked off araas in pedestrian streets = school yards + outdoor play areas of day care centres oF pre-schools “ot lots’ ~ adventure playgrounds ~ creative playgrounds + children farms = playing fields Integrated into community facilities + community centres + Iibraries igious centres + town squares = market places ‘Temporary space (provided with mobile play or recreation van) + roof tops. ~ parking tots = vacant lots = blocked off streets ‘Specialized contre = regional parks + historical sites = tourist sites + shopping complexes Various combinations of found space, designed space, community facilities, temporary space, special- ized space add up to a very large umber of real options under dif- ferent and even difficult circum stances, so that play space can [aimost) always be developed in {elmost) all locations, |. GENERAL CRITERIA FOR PLAY SPACES ELEMENTS OF PLAY SPACE 1. Space for groups of + Avariety of play equipment is put together to play equipment give more play value than an isolated piece of equipment. ~ Placed near the buildings of associated activities, ‘to encourage maximum use. 2. Open space For group games and ball play Rest area ~ Provides as many opportunities for rest as possible between active play for small children. It is@ necessary oart of play. 4, Storage = For loose material and play equipment. OPTIONS FOR SCHEDULING OF SPACE by actvitis by ages by time furniture of aroom to tor active ay inthe afternoon fe | g play \ play. | Note: 6 children with 1.4 m2 per child (minimum standard for outdoor and indoor play spaces) BEHAVIOUR OF CHILDREN ~ Pre-school children play in small groups of 2, 3 or 4 ~ Less than 1.4 m? per child can lead to increasad aggression and degeneration in general social behaviour in certain cultural situations, = Small variations in amount of play space lead to few behavioural differences by children, SAFETY RULES For childr = Concentrate and be careful while playing to avoid accidents. = Know the proper way to handle and use equipment, Do not use broken equipment. - Inform the teacher immediately when broken equipment is found = Reposition equipment misplaced by children while playing, = ftisnot safe to push another child white playing. = {tis not safe to aima ball or any object at another child's face. It is not safe to stack chairs precariously. yp For teachers/adults: + Every morning before children come, check the condition of play equipment. = Watch overall movement of children for safety while they play. Check every evening after children leave, so that each item of equipment is in ‘the right place and in good condition. Do not keep a child waiting too long for a chance to play. = While waiting for a turn to play, give some role to the child, such as cheering on others. Alternate active play with quiet play. ~ Place play equipment in positions where children waiting for their turn can watch friends play.4, DESIGN IDEAS FOR PLAY SPACES. GROUND SHAPING Provide miniature artificial contourad mounds, hills, nd flat areas: STORAGE = Aplace for every ob- ject, every object in its place. Shelves to Children like to climb, slide or roll down Take advantage of any natural differences of level in the site hole steps. be coded for special Hie provide good windshields ar vse bares sh ese = Flat areas are best for active games een tinting Fede SURFACES AND TEXTURES ea «ety facing the pay spce for ey Gass: i] tess ee N\ AE cece ~ Walonria large enough and well maintainec Jess than 35° i enough andl maintained sce ‘in position with 5 inch wooden pegs ‘ Jf dirty and dark ; watering storage Plain earth: = Avoid deep storage = Amixture of clay, sand and silt in proper propor where things are tion is more resilient than asphalt inaccessible ~ Designed according 10 children’s reach 0 that children themselves can Sea sand: = Cleaned and free from oil = Kept reasonably damp by watering PLANTING er store equipment after playing Mix a variety of plants with colour, shape, smell texture, to evoke senses No poisonous piants = Avoid planting big trees with falling leaves atong paths, sand pits or water play area ‘SMALL PLAY SPACES Gain vertical space by using climbing structures ‘The surface below play structures should offer a ‘cushioning effect to children who jump off. It also provides for less noise Movable type (carts) = Tostore sal play indoors - mat, carpet equipment outdoors = sand, grass = When empty, use as Provide sot furnishings suchas pillows, mattresses play equipment and curtains to reduce noise in small crowded indoor hed play spaces imare Create free space for active play or games by cleaning Up all the small items in the space and leaving only play structures, and big equipment. Then the follow: ing differences compared to undesigned arrangements may be observed, 1, More physically active play 2. More laughing 3. More social play generally 4, Imaginative use of large items, and equipment and sparking off of creative ideas5. GENERAL CRITERIA FOR PLAY EQUIPMENT CHARACTERISTICS OF GOOD PLAY EQUIPMENT Educational characteristics: = No discrimination between boy's and gir!'s toys + Strong, long lasting, because children need time to develop relationships with play equipment - Provide for choice and graduated changes = Involve large and small muscles = Involve the child's mind = Involve the child's imagination = Encourage co-operation among children Design characteristics: = Use should not be predetermined Or limited by over-design = Multi-use + Safe = Child-scale = Made of different materials (wood, rubber, metal, rope, sand, etc.) for sensory stimulation - Generous in proportion and quantity + Flexibility - replenish with new stock as interests change and as children grow. Constructions characteristics: = Counter-sinking of nuts and bolts, use of splinter free wood, sturdy hardware, securely embedded in the ground ~ Dependable - always works (doors, drawers shut and wheels are not stuck) ~ Cost effective and economical in the long run (hinges, castors and knobs are industrial type or equivalent indigenous type which can take heavy wear ~ Repairable and finishable LOCALLY AVAILABLE MATERIALS Give low initial cost Reflect cultural traditions of the society + Easily handled by those who make equipment ~ Easier and less costly 10 repair AMOUNT OF PLAY EQUIPMENT ~ Having several sets of equipment decreases the number of children using it and thus reduces conflicts and competition If equipment is not plentiful, this adverse situation can have positive results by helping children learn to wait and share if properly designed for ANTHROPOMETRICS | Year of age Standing Height (SH) of children Japan Korea (rural) | boy irl boy girl 3 wo | ome | 4 or wr | wa 5 tortor | a8 ton 8 na ne | to on ; [cea aes reach steps. bolance beam Jump timing Its safer to piace mats to jump on when heights ara more than 1.5 m.6. DESIGN IDEAS FOR PLAY EQUIPMENT NO COST, LOW COST PLAY EQUIPMENT FOUND EVERYWHERE — IN HOMES AND FARMS Od clothes and scarves for costumes, bage pillows, broken pots and pans, buckets, cans, ropes, discarded ‘brooms, wheels, springs hoses, broken radios, watches «and port, paper, c00ps, shows Tree branches, soa shells, feathers, eaves, pebbles, bamboo, sticks, flowers, cones, nuts Cordboard cartons, crates, boxes Bricks, blocks, wooden planks, broken beskets, tree trunks or SAFETY ADVICE Periodically check the condition of the swing LD ix OUT TR rae ~ Clean and dry the the tyre swing in side and out when it gets wet, be- ‘cause a slippery surface is danger- ous ~ For new children, itis better to ‘place mats under ‘the swing wing clay, earth, mat + Itisnot safe to ride a swing while ee carrying any objects cloth ote Ienade of ott trill = Swing seats should bbe made of heavy rubber and be free of sharp corners or exposed bolts.DESIGN IDEAS FOR PLAY EQUIPMENT (cont.) FIXED PLAY EQUIPMENT (cont,) Slides SAFETY ADVICE Slides: ~ When the platform height is more than 1.5m, itis safer to locate the slide in sand + Examine the slide surface, handholds, landing at the bottom of slide, for safety + Itis not safe for children to push each other when on the steps or on the landing + Keep proper dis- tance when sliding round timbers one child sliding stool pipe eas con bearings pre + Control the sliding Horizontal bars speed by a teacher holding the child's hand —4 TL nett | + When wet, wipe Rollers ‘them dry because slippery surfaces are If ground surtace is concrete, mats dangerous for two should be always be placed under = Itisnot safe to etitdren the bar Rae aaiRer a who is playing at the horizontal bers + Keep a proper and secure grip when playing at the horizontal bars Fixed logs Fixed logs: = Koop old logs in ‘good condition and be careful about splinters for make-believe play for balanceDESIGN IDEAS FOR PLAY EQUIPMENT (cont.) FIXED PLAY EQUIPMENT (cont,) ci ing structures Platform with lacder and sige Protected place for smaller chilon to rest or play with sand ‘Safety barrier with ‘openings where exits ae allowed Inclined plane : — Hondhotds of 2.2.2.5 em : (Climbing structur SAFETY ADVICE Take off shoes when climbing No loose strings or pins on children's clothing when playing It is not safe to push oF pull ether children Wipe structure dry if wet Itisnot safe to jump down from a high place If the height is more than 1.5 m, always: place mats on the ground to jump on Use galvanized pipe —a-tooen diameter pps for ety otherwise, paint a = ei Large pipe for 28 soon as rust scrongth 48 om appears ama Z. Keep wood smooth LLG. 10 remove splinters wo || e | Supervising: =A + A teacher should be u nearby to help tetet| —— sesen — | frightened children (Overheod ladder Mork the height every 10 em on the climbing pole, 0 that chilaren wit, know how high they have climbed Climbing pote (or children & years or more) Climbing tecsor Assist children who do not know how to control speed when descending the climbing pole Help the children who do net know to climb the pole by gently pushing them upDESIGN IDEAS FOR PLAY EQUIPMENT (cont.) LARGE MOVABLE PLAY EQUIPMENT SSS wae ae SAFETY ADVICE i a co> fede soe san + Keep equipment as Sy possible, so that SZ coenerare onan ie Semester eo oes Soares sterlize and dry kapok, cotton, rug, foam, ee corn cob, dred grass, straw ried eaves, rice husk Balance beans and on slides Be 258 om sem TS ~e Nae = Try playing similar tee somes using sticks z or rope placed on vanboo neq the ound before P,P ‘crawl under +" using balance: 6 = kisnot safe to inp one touch or push @ i child who is walking / ona bolance beam = Keep bamboo and ‘wood free of splin- ee Slides for 1-6 year-old children for 3.6 year-old ehikdten + Construction in sections permits mobility = Angular arrangement of sections makes use af room corners 10DESIGN IDEAS FOR PLAY EQUIPMENT (cont,) LARGE MOVABLE PLAY EQUIPMENT (cont.) Cars SAFETY ADVICE Cars and carts + Itisnot safe to push or pull the car suddenly, especially when riding with another person It is not safe to let such a car to move on its own + Every child who plays with a car should learn how to break and stop the cor = Check out for broken wheels or other parts and have ‘them repaired be. fore using cars or carts + Train children t0 notify a teacher if broken part is found Sewhee! scooter ‘rate rules can be taunht ‘through playing with cars Climbing structures Ball playing + Finda place where missed balls will not roll too far = Choosea place ‘where loose balls will not strike other children Ball nets Horizontal et bog 10 catch ballsDESIGN IDEAS FOR PLAY EQUIPMENT (cont.) SMALL MOVABLE PLAY EQUIPMENT Balls Made from cloth rubber, bario0, plastic ete. as colourful as possible, light weight SAFETY ADVICE Balls and Bean Bags = Provide one smal! qe ; itom of equipment & S ©. cetoutur orn toes with bons, pebbies Sena Bean bags ® oF dry sonds inside = tis not safe for many children to play ball games in a Ropes 2.3 m (short rope) and 45 m (long ropel rade from small area at the thick stra, vinyl, hemp oF rubber same time = Choose the place where balls will not oS roll too far QO on Ropes O + Keep enough dis- make citforent shape Cc > ‘tance between for games players pull Mark the middle of sach rope with ick up easly from pile of eens 1 the middle ofeach rope with colour tock upeally froma pls of rapes throw ropes with objects attached + Children have to Sticks 30.80 em (shor stot) and 11.8 m long tick) made from understand the bbemboo or wood rules and follow ‘smooth surfaces, smooth eds, cover with loth to prevent ‘than ‘ose when dropped on floor walk on sticks = Sticks Watch out for other children when handing sticks fs La + Remove all stones ‘on the ground be- se strong sticks that can 7~ fore playing with support the body weight carry sticks in Co jump over objects walkover sticks ifferont ways Hoops Diameter between 40 em and 80 em, made from bamboo slices pass through era! through ro jump Flags ‘rious bases for flag pole bambooDESIGN IDEAS FOR PLAY EQUIPMENT (cont.) SANDAWATER/PLAY WITHOUT EQUIPMENT Sand cobbles provide outdoors round the edge rough scuffing surface to remove sand from shoos borrer 10 keep wind (Sy ‘rom blowing sandaway [4 on sind pebbies fem broken brick indoors plastic tare! plastic containers tied as moulds svnceterandooy EY ob woodenseaops ——_bambonstrirer Water outdoors + Endless possibilities LS ‘i foray ES = a saling boot mmiing splashing indoors bees for water play wood SU com be 8 =” vont Play without play equipment [ 1. Pretending oa 2, rythm - nS 3. Run and catch eer a 4, Run and touch v SAFETY ADVICE Sand $ = Dress children so ‘that they can play {freely without worrying about soiling their clothing = Check child's pocket for pins and other potentially harmful objects = Clean sand thorough- ly before use + Flake the surface to check for broken bottles and other sharp objects = When not in use, ‘cover with large- hhole mesh to prevent cats and dogs def- ‘cating and wrina- ‘ting in the sand + Sand is purified ‘when exposed to rain, sun and wind Water + Water should be regularly changed Without equipment + Definea safe, free space for games which involve run- ning by making @ line on the ground or floor + Remind children often to follow rules of games. For those children who cannot under- stand rules, tea cchers should help by playing along with them,DESIGN IDEAS FOR PLAY EQUIPMENT (cont.) PLAY EQUIPMENT SYSTEMS WITH MANY OPTIONS. Integrated system of play equipment + Offer graduated challenge = Enable children to develop at their own pace = Challenges children to find alternative ways to use equipment + Provides a variety of approaches to the use of equipment = Stimulates a longer attention span and encourages ‘more creative play Note: These systems should not be too difficult 10 Use, otherwise they are frustrating for children, ‘Base support elemonts Linking Access Exit Rest Fone moet | | | oe Me | eal o | @DESIGN IDEAS FOR PLAY EQUIPMENT (cont,) PLAY EQUIPMENT SYSTEMS WITH MANY OPTIONS (cont.) For 3-4 year-old children For 5-6 year-old childrenAllen of Hurtwood, Lady. Planning for play. ‘Thames and Hudson, 1971, 140 p. illus. Ando, Y., M. Kondo, ®. Hojo and N. Funakawa, Teaching ‘method of health education. Tokyo, Tokyo Shoseki Co., 1983, (Pre-schoo! education teaching method seri) Text in Japanese London, Bengtsson, Arvid. Adventure playgrounds. Tokyo, Kalima institute Publishing Co.,1974, 167 p. illus, Text in Japanese Eriksen, Aase. Playground design: outdoor environments for learning and development. New York, N.Y., Van Nostrand Reinhold, 1985. 102 p. illus. Forman, George E. and Fleet Hill. Constructive play: ap- lying Piaget in the pre-school. Monteray, CA, Brooks! Cole Publishing Co., 1977. 197 p. illus. Friedberg, M. Paul. Do it yourself playgrounds. Chichester, Sussex, RJ. Acford, 1977. 122 p. illus. Gallahue, David L. ‘home and school. Sons, 1975, 112 p. Developmental play equipment for Now York, N.Y., John Wiley and Kondo, M., S. Shigeta, E. Komori and Y. Ando. Teaching ‘method of health education; practical method. Tokyo, Tokyo Shoseki Co., 1983. {Pre-school education teach: ing method series) Text in Japanese, Miller, Pegay L. Creative outdoor play areas. Englewood Cliffs, N.J., Prentice Hall, 1972, 61 p. illus. New Zealand Council for Educational Research, The early childhood folio, no. 1. Wellington, 1983. 1 v. (various paging) (Early childhood articles from NZCER’s set) Somerset, Gwen, Vital play in early childhood. Auckland, New Zealand Playcentre Federation, 1976, 160 p. illus. Training of day-care centre workers in a refugee camp in eastern Thailand, by Yukie Sato. Tokyo, Caring for Young Refugees, 1981, 184p. illus, Text in Khmer. Unesco. Regional Office for Education in Asia and the Pacific. Design ideas for pre-school! centres. Bangkok, 1984. 12 p. (Educational Building Digest no. 17) Unesco/UNICEF Co-operative Programme. A guide to facilities for early childhood care and education, by David J. Vickery. Paris, 1984, 96 p. (Notes, Cors ments... (Child, Family, Community) Digest no. VU). ____. Our future isin our children: the case for early childhood care and education, ty Veda Prakasha Paris, 1983. 73 p. illus. appendix, (Notes, Comments, (Child, Family, Community) Digest no. Uh ___. Zero through six: learning and growing: What ‘we Know of the very young child, by Veda Prakasha, Paris, 1983. 83 p. illus. appendix. (Notes, Comments . . . (Child, Family, Community) Digest no, 140) Unesco. Unit for Co-operation with UNICEF and WFP. Child, family community, aids to programme UNICEF assistance to education: Notes, comments . .. N.S. 59: Cognitive development in African children; a resource document, by Danie! M, Kiminyo, Paris, 1981 NS. 94: Early childhood education through home: based activities, by J. Ratnaike, Paris, 1981. (Aids 10 programming UNICEF assistance to education). NS, 122: Early childhood programmes in Latin America; a review of experiences and guidelines for action, by Robert Halpern, Paris, 1983, NS. 123: Day care homes in Venezuela: results of a comprehensive evaluation. Paris, 1983, N.S. 125: Pre-school education and the world's poorest: ‘an alternative view; a discussion paper, by David Fisk Paris, 1983. N.S. 183: Analyzing costs of community-based early childhood development projects; a discussion paper. Paris, 1984, NS. 154: Indigenous traditions or early childhood education in Africa; their meaning and relevance. Paris, 1985. © UNESCO 1988 EDUCATIONAL BUILDING DIGEST 19 UNESCO PRINCIPAL REGIONAL OFFICE FOR ASIA AND THE PACIFIC GPO. BOK 1425 BANGKOK. THAILAND Second Printing