Contrary to oppositions viewpoint playgrounds don’t need to be completely bubble wrapped. Some aspects of parks that are dangerous help children gain confidence. In addition over protection of parks are lessening the interests of children. If kids aren't intrigued in parks or playgrounds they will easily lose interest and won’t play in playgrounds at all. Playgrounds help children to develop healthy minds and bodies.
Childhood obesity is a key topic of discussion for health organizations and school health officials. Research studies have shown that the use of playgrounds is a fundamental part of school days in which they enhance children’s physical, emotional, social, and intellectual skills (Olsen, Hudson, and Thompson). Playgrounds are the ideal place for children to engage in motor, cognitive and social skill development during school hours. Another study performed by professors in the Netherlands revealed that less than 10% of the children in primary schools (ages 4 through 11 years) achieve 30 minutes of physical activity per day, while the guidelines state a minimum of 60 minutes of physical activity per day for children in this age range (Janssen,Toussaint,Van Willem, and Verhagen). With such a low amount of physical activity in children we need to change something about our current park design.
Some schools believe that recess is not beneficial to students and would rather get as much class time to raise test scores as possible. However no research supports the notion that test scores go up by keeping children in the classroom longer, but there is plenty of evidence that recess benefits children in cognitive, social, emotional, and physical ways.
It is important that children gradually develop the skill of risk assessment, and a completely safe environment does not allow that. “Instead of allowing our youngsters to head off alone abroad, discovering life for themselves, we keep them indoors, plonked in front of screens” (White, Thomas, and Tait). Parents spend so much time and emphasis on keeping their children safe that they don’t allow them to explore and experience and grow to what might be considered a dangerous activity, but also an amazing learning experience for their children. Over the last 30 years, playgrounds have shifted towards the norm of safety, almost to an extreme, the rubber padding. “Everything’s been lowered. So there’s no sense from the children that they are doing things which are a little bit scary and which they can master. They can pretty much already do everything even before they have gotten there. And the same thing for emotional risks” (Should Parents Let Their Kids Take More Risks). These adaptations to the playgrounds and parks don’t give children the mental challenge that what they are doing could possibly be dangerous.
Another study for example tried a whole new technique; instead of making their equipment safer, or the rules more strict, they did the exact opposite. They removed all the rules from the playground. Within the classroom, teachers reported an increase in concentration levels, and students who were more engaged. There was also a drop in bullying, serious injuries and vandalism (Finn and Forster). This shows that students may actually gain more information and retain better skills as stated previously.
Childhood obesity is a key topic of discussion for health organizations and school health officials. Research studies have shown that the use of playgrounds is a fundamental part of school days in which they enhance children’s physical, emotional, social, and intellectual skills (Olsen, Hudson, and Thompson). Playgrounds are the ideal place for children to engage in motor, cognitive and social skill development during school hours. Another study performed by professors in the Netherlands revealed that less than 10% of the children in primary schools (ages 4 through 11 years) achieve 30 minutes of physical activity per day, while the guidelines state a minimum of 60 minutes of physical activity per day for children in this age range (Janssen,Toussaint,Van Willem, and Verhagen). With such a low amount of physical activity in children we need to change something about our current park design.
Some schools believe that recess is not beneficial to students and would rather get as much class time to raise test scores as possible. However no research supports the notion that test scores go up by keeping children in the classroom longer, but there is plenty of evidence that recess benefits children in cognitive, social, emotional, and physical ways.
It is important that children gradually develop the skill of risk assessment, and a completely safe environment does not allow that. “Instead of allowing our youngsters to head off alone abroad, discovering life for themselves, we keep them indoors, plonked in front of screens” (White, Thomas, and Tait). Parents spend so much time and emphasis on keeping their children safe that they don’t allow them to explore and experience and grow to what might be considered a dangerous activity, but also an amazing learning experience for their children. Over the last 30 years, playgrounds have shifted towards the norm of safety, almost to an extreme, the rubber padding. “Everything’s been lowered. So there’s no sense from the children that they are doing things which are a little bit scary and which they can master. They can pretty much already do everything even before they have gotten there. And the same thing for emotional risks” (Should Parents Let Their Kids Take More Risks). These adaptations to the playgrounds and parks don’t give children the mental challenge that what they are doing could possibly be dangerous.
Another study for example tried a whole new technique; instead of making their equipment safer, or the rules more strict, they did the exact opposite. They removed all the rules from the playground. Within the classroom, teachers reported an increase in concentration levels, and students who were more engaged. There was also a drop in bullying, serious injuries and vandalism (Finn and Forster). This shows that students may actually gain more information and retain better skills as stated previously.