&Cie

Ploygrou nd/Outdoor Recreqtion Areos .1ol 2

A. PU\YGROUND AREAAND STRUCTURES

Playground area is clear of vehicular lraffic

Playground area and structures meet ADA

accessibility requirements

Playground area is free of protruding tree

branches

Playground area is properly fenced

Proper protective surfaces under playground

equipment

Painted surfaces are not chipping and in good

condition

Nuts and bolts are tight

Well-maintained and in good repair

Free of hazardous debris

Free of sharp edges

Free of surface irregularities

Free of excess water buildup

Free of cracks and rusted surfaces

No entrapment hazards

Adequate height and width of structure

Crawl spaces and openings are large enough to

allow free passage by an adult

No protrusions and/or entanglement hazards

Ladders or climbers have tight rungs or nonslip

0 \fir,P'rS
steps
"ct
Slides secured and in good repair; free of cracks
or rusted areas
do b('!
Swings and swing seats are secured and in good
repair; free of cracks or rusted areas

Sandboxes clear of debris and covered at night

ftp '$.ni UDlr \\\

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 Ployground/Ouldoor Recreotion Areos ' 2 ol 2
OK Recommended Ac{ion/Pldn for lmprovement Date
B. PLAYGROUNDACTMTIES Potential
Problem Gorected

Documentation stating that safety rules have

been discussed with students

Plans are in place to assist students with

disabilities and others who may need extra
help during an emergency tttt8''\rP# L/,
r a \uronpls'j
I
Age-appropriate aetivities

Activities are supervised; ratio of supervisors to

students is manageable

Appropriate number of students for activities \/

Appropriate number of students on particular
structures
,r^- ^ fi
First aid kit is adequately stocked and readily
accessible
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Documentation of first aid haining for supervisors

Other

C. BLEACHERS OK Potential Recommended Action/Plan for lmprovement Date

Problem Conected

Accessible seating areas meeting ADA guidelines

are provided

Structural soundness

Well-maintained and in good repair

Nonslip surface/treads

Appropriate height

Other

Signature of evaluator: Date:

33
 SaaJte
National Association for
Sport and Physicrl Education

t74lPnRi'*'[H..t'#f*tl

Srenr Boov Sranr Pl-nv Space Sunvev:

Self Assessment Toolfor Head Start Centers Responding to HSBS Play Space Award RFP

The Head Start Body Start Play Space Suryey has been developed to assist Head Start center staff in assessing heir
cunent orJtdoor play spacos. Completion of the HSBS Play Space Survey will prcvide infomation about the strengths and
needs ofthe cunent play space leading to planning for enhancements or improvements which will increase physicalaclivity for
children. The assessment is divided into eleven (1 1) categories.

Dlrcction3: For each catogory in the lefr-hand column, consider the criteria stated representing full implementation ofthe
stated category item. Th6n, in the middlo column indicate on the Likert scale provided the extent to which your center's play
sDace has implemented the criteria indicated for that category. Use the scale below for each response. Circle the nmber that
best reflects your answer. Use the right hand column to make additional comments, such as st6ngths and areas for
improvement. While notes are not requirsd, they may be helpful to you as you complete the grant prcposal.

lmplementation Scale:

Not at all Somewhat Partially Mostly Fully

1 2 34 5

HSBS PmY Spnce Sunvrv Fonur

Gategory lmplementation Comments
Scale ,I

Key Features
The play space comprises a variety of developmentally appropriate play
areas/learning settings and materials made of manufactured and natural r z@+ s ltr\t"d
vrrvutq
&ffiftq'l'Jti*s tt
materials to promote a diverse range of experiences for children. All materials
and equipment included in the play space are designed and/or selected for
gR.,ffi,'n.rii
ffingethatareusingthem'Atleastfive(5)ofthefollowing
open space; anchored play
are incluOed in the play space multipurpose' nc,l$ detto"hc-l l0dt-
i,quipment(i.e. climbing structure, swings, slides, springers/rocking toys) ;
iieierca toys (i.e. tricycles, scooters, wagons, push toys, other); manipulative chdMho,v,l \otllSltnu
eiuipmentii.e. balls, jump ropes, hula hoops, other); water play features (i.e- ruf
noselsprinkier, wading pool, stream, recirculating shallow water feature,
otnufl;'17rsic and movemenUacoustic play area (i.e. marimbas, log drums,
iain
' sticks, chimes, other); sand play area: balance beam/stepping sfones;
jtaynouse; ftower or vegetable gar!9n;/oose parts for building; climbing tree;
'atimbino/rollinq mound; raised decUstage; other
Mov-ementoPPortunities
i6. f"y features of the existing site promote physical activity and movement. g;,,1pfran u,ra a,bw"lb
At leasl five (5) of the following listed activities are supported by the key 1 2 3 4@
"ryl,bvd" on tdgwa]L
features of the outdoor space in each of the identified categories: traveling
iction s (wa(ibg, ski@rg, ho@g, climbing, 1u(g!i9' sl@
cra(I$tg'
,"r6fu, gaTt@g, rur@g, le-a{5ifo); stabilizing actions (ffigg'tu.t(9[9' 0,!'M- 0rL\'4 d,rwyr E,,-lt,
i:lffir"',u9;';"Tg:d,i;t#:;rffi,i:6iH'dffi:3;ffi ;:'
kic5@, tradDlyrg, op.q$jrg, clodirr.g, st@9, objec$andling).
toffi'gl r@-g,
\l p\Ct,trt1i4 wtYh \,lntlS,
XeYteaturel of the-play spa.e providEopportunities for children to move at 6uuwt bL u puturtla,l
varying speeds with different degrees of force and to explore ways to control
their movement, such as rocking, stepping, rolling and flight. They are able to SL{dq \Ah-il}/d
,or" in a variety of directions (i.e. up, down, right, left, fonruard, backward,
and sideways) and levels (i.e low, medium and high)'
F-texiUilitY and PlaY ttUi SJro w\u,{-
played
The play ipace has a variety of featules that can be changed and/or
,ritn ln many different ways. The flexibility of the play space offers a wide t @s + s UruVj,l.on c,oriiot tt\1Yy1Plr
range of experiences for children. The play space supports children in being w(h
,po-ntrn"ous, innovative, flexible, and creative. lt supports children in solitary
piry r" well as parallel and cooperative play. Children engage in functional
jumping, throwing, climbing,
bt y (gro"r motor activities/skills such as running, play (building that
Iru*ii-ng, rolling, swinging, sliding, etc); consfruction
rpl,r'l #'is,,wt
incorpoiites cognition and gross and fine motor skills); and symbol play( role
ha.turu aru-il, t0rt&d,tsh I
ntav or fantasv olay).
Strelter and Shade Structures
12rOa Sft{. dnctoit--
Natural or artificial shade structures provide enough shade to accommodate $''lUc,l
the total number of children in the classroom. For example, shade might be
orovided by a combination of the following: shadows cast by the building,
t li/ O'nl
manufactured shade structures, trees, pergolas, umbrellas'
Natural Features
The play space iniorporates a variety of natural elements for children to play 44 SrumF5 i q{oru
with suCh aS trees, stumps, boulders, long grass, water, and pebbles. The
landscape contains natural elements from three or more of the following
@z s4 5
Shvu6 h{ hiirto\rnq
categories: a variety of species of trees or shrubs; a variety of non-poisonous
flowering plants; vines; topographic variation (i'e. mounds, terraces, slopes);
i rnA/oill,Y0itq- Stf;fid
and a variety of saf ground surfaces'
Welcoming AtmosPhere
The play space has a friendly, inviting_atmosphere. The play space is clean, 0\gg"n r tuu,r hrulrn
free of litter and kept in good repair. Outdoor toys, loose parts and supplies
are appropriately stored and organized. At least two of the following
t$D+ ?\fiht ttt,hts' ,

decoiative elements add visual and/or auditory interest and appealto the play
Space: banner, chime, wind sock, statue, gazing ball, flag, culturalartifact, or )
decorative object (i.e. wreath, topiary, fence weaving, mural, mosaic, weather
vane. pinwheel, whirligig, whimsical sign, garland, wood sculpture).
SensorY Elements
Irtrhffrffi)t#
The play Space provides opportunities for a variety of sensory experiences
(i.e. touch/textures, smell, listening, looking, vestibular and proprioceptive s0s $,[r,grn%\ShCltQ *#
input). For example, opportunities for vestibular stimulation are provided by at Ssnnl6t S\de
i;;i'hr" of the rblowini: rolling; rocking; swir@ro; "l@g; merry-go-rouni;
gliders; and other. Opportunitiesp'proprgryptive.stimulation are provided by t rffN\t vrr.l I C/tnnhl nL{'
It bast two of the following: dimqifu; cra(li9p on/through; lifting; throwing;
and other. At least two fragrant he\6s are planted in different locations to *t ,rr,ui & t'ffiurt
the multi-sensory experience of the play space. LY\14
"nnrn".
lccessiUilitY and lnclusive PlaY
All children are able to get to everything they want. Children across ages and nuL 0"oULq cnrulhr,\ trrr
abilities access and enjoy the play space and the opportunities it creates to
participate with peers. This may include mixed-use play equipment (i.e. the r@e+s L\utri"rJn, lvf dtsnht l* S

addition of an accessible swing to a bay of swings) and/or free-standing Uf \tuhee\ U\Af^tf .

accessible play equipment like slides, elevated sandboxes and spring riders.
Opportunities are present for children's various levels of physical abilities with
lesser and greater challenges provided (i.e. lower and higher climbing areas;
tricycles with and without pedals). Surfacing of the play area and surrounding
ffiNrpte,elasst44
oaths are accessible.
Risk and Challenge
The play space provides children with opportunities to do things that are
tcibnkfurn[fluS
exciting and adventurous. Components of the play space are characteristically Nn-0A tS U-\nctttonnirra
open-ended, challenging children's physical, social and cognitive abilities by r (2;a+ 5
( n Iimn /h', v
having tne potentlelfor engaging in increa {trn tl,{',tt fi
\l
'rh \0J'* lUltvvr,br^t,#
;avrG;V6uaGnd textural variations suggest different ways for children to
,o,r" from place to place (run quickly across open grassy space;jump from
present for
fiat stone to flat stone; tiptoe from brick to brick ). Opportunities are
increasing challenge (i.e varying height apparatus, hills, and trees to climb;
variety oflurfaces for balancing such as beams, logs, stones, and stumps).
places, jumping perches,
Adventure is created by the inclusion of hiding
looping trails, secret pathways, hidden hollows, and cozy nooks. The play
.or""l" safe and piques children's interest and creativity through the use of
new materials (parachute, pool noodles, and
nlvetty such as inclusion of
beactrball) or by having familiar materials (i.e. doll carriage, Scarves, or
costumes)int@
Surfacing ttU&rnoti o
ine surfaie or ground under and around playground equipment is soft enough
to cushion a fall (i.e. hardwood fiber/mulch, sand,
irO6"r tiles and mats). The surface is well
pea gravel, and synthetic or
maintained, generally at a depth of
r z@+ s ffitn
12 inches, is kept free of standing water and debris and not allowed to
play space to include Wme[u\,t tlz1
become compacted. Surfacing may vary throughout the uf{,,[ of
provide an
a variety of textures and experiences for children as well as to Q
accessible Pathway for all children nnl
ilnclosures and SafetY Features tuuL
The play space is enclosed by a fence at least four (4) feet tall and the fence
has a sife gate closure with no entrapment spaces where children's heads 1 2 sOs tr t,tlt)rdt\upl p
can get stuif. Play equipment is free of protrusion and entanglement hazards
(no bolts or pieces extend outside the structure and any ropes present are 0"r0fi
securely attached on both sides). No sharp edges or points are exposed that
could cut the skin. No entrapment openings are present throughout the
play S\,\ort th ournfl,Y ntlf
ipr." (generally all openings measure smaller than
play
3.5"
equipment
and larger than
(generally
9")
4 \ui"'d \use $dtnq
and sufficient space is maintained between a
,inirurn of 12 feet). Any elevated surfaces (generally those higher than 20")
should have guardrails. The play space is free of trip hazards such as random
stumps or exposed concrete. Storage sheds
manipulative equipment.
are available to maintain
*Programs should consult CPSC
,?,^fr[t-\ffi.T,
moveable and
uidelines and ASTM standards for
$s/^.it[n.] 0flmttv4
Environments for outdoor play: A practical guide to making space for children. London: Paul Chapman Publishing Company. And De
eord. f ., Hestenes, L., Moore, R., Cosco, N., & McGinnis, J. (2005). POEMS: Preschool outdoor environment measurement scale. Lewisville, NC: Kaplan.