ASSOCIATION OF
PLAY INDUSTRIES
pupils of various age groups and learning abilities to use it in ways limited only by the child’s imagination.
The key value of using API member play equipment in an early years or educational setting is that much of it is designed to meet learning outcomes set out in the EYFS and curriculum, but the delivery of these is open to interpretation by both the children and the practitioners as to how the play equipment might be used. Using an API members to design and supply school play equipment provides other considerable benefits such as years of experience in the sector, commercial stability (i.e. credit ratings) and multiple references from previous projects in the local area. This gives schools added piece of mind that their play project will meet the needs of their pupils, be carried through to the required standard and be supported throughout the lifetime of the installation.
14 API Directory 2012/13
Dr Colin MacAdam, API Executive member, shares his thoughts for creating the perfect engaging playground, capable of handling short bursts of high intensity, high footfall usage.
Creating a playground from scratch can be a challenging but rewarding experience, as can the re-design of an established playground. There are many outcomes to consider such as the physical, social and educational objectives, the safety of the children, optimising the space available and, of course, choosing the equipment that’s going to best engage the children and deliver maximum ‘fun’ value. Here are my own Top Ten Tips for schools considering play space projects:
1. Engage your children in the process 2. Aim to get children active 3. Encourage risk within the design 4. Explore non-prescriptive, loose play solutions 5. Provide creative play opportunities 6. Eliminate bullying hotspots 7. Ensure it looks exciting and inviting 8. Take learning outdoors 9. Encourage friendships 10. Optimise space for FUN!
TOP TEN TIPS
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