You don't have to be the parent of a young child to notice that playgrounds aren't what they used to be. Swings may still be a staple, but jungle gyms, teeter-totters and clay or gravel surfaces have gone the way of The Brady Bunch and metal strap-on roller skates. Concern over safety was just one factor in their extinction. As new generations refine our ideas of what makes something fun, designers are looking to incorporate newer ideas about child development into everyday play equipment.

In the Beginning

The demand for spaces devoted to child recreation emerged in the 1880s, as the nation's eyes turned toward social issues in general. Teddy Roosevelt had helped spearhead the conservation movement, and Jane Addams was raising consciousness for other outstanding social issues around that time.

"The playground movement was based out of the northeast, in Boston and New York," says Bill Foelsh, chair elect of the National Playground Safety Institute, a division of the National Recreation & Park Association (NRPA) in Ashburn, Va. "The initial idea was: 'Let's get the kids out of the streets, into a space where we can control them, where they can have a positive experience.' These kids were out of teeming neighborhoods where immigrant and blue-collar workers were coming into the country and building our cities."

Shannon Amy-Stockwell, editor of Today's Playground magazine adds, "In the late 1800s, when the first playgrounds were put into place, they were more primitive and became the giant slides, which were very tall, with sharp edges and steep slopes. Safety standards have come a long way since then."

"The value of play was being examined during this time by educators, more so than at other times," continues Foelsh. "They were also looking at quality of life within the urban centers, at how they could relieve social tension and the pressure of a six-day work week, and provide an outlet for children for physical activity that would complement the educational needs of the time."

The Playground Association of America emerged in 1906, says Meredith T. Bridgers, CPRP, information resources manager for the NRPA. "We know of a playground bill being passed as early as 1910 in Virginia, which outlined early regulations for playgrounds."

Focus on Play

By 1912, the equipment that was most widely used in American playgrounds usually included a sandbox or sand pile, a balancing tree, jump standards, a see-saw, a slide, a swing frame with sliding poles and ladder and a giant stride (a large pole with ropes attached where kids could grab on and run around). The equipment was homemade and inexpensive.

During this time, before WWI, there was a national emphasis on steel. Skyscrapers were inspiring people to push the boundaries of human abilities, and large public works, like subways, were making use of the new super material that seemed to be fortifying our nation. The material was widely used in slides and large playground structures, even though it was not always the safest choice.

"All the initial advocacy was directed for little children," says Bridgers. "In the '20s it became more activity-oriented, with programming and committees for girls' activities. In the '30s the community centers emerged, with a building where activities could take place."

Luther Gulick, credited with inventing rules that laid the foundation for the game of basketball and closely tied to the YMCA, was responsible for the widescale spread of physical education consciousness and the rapid growth of playgrounds across the country.

In the 1940s, there was a new focus of energy concerning playgrounds, says Foelsh. "It was a bit of an urban revolution beginning with the idea of social consciousness around the turn of the century. It didn't even connect all that strongly to schools. After WWII, the focus shifted. There was a GI Bill, greater education for forces who came back, and the move to the suburbs was under way. Playgrounds followed."

Designing for Children

These days, when developing new playground structures, designers go to the source to determine the fun factor, says Amy-Stockwell. "They will work with early childhood experts, and have children in that age group test out the equipment to see if it is appropriate and the right level of challenge and safety."

Input from the people who will use the playground is often the first step in its installation, says Bridgers. "We hold a series of public meetings where we let the community say what kind of features they want."

"Many times they will have a community 'Design Night' or they will take it to the classroom and have the children draw what they want," adds Amy-Stockwell. "The manufacturer can then make renderings and try to give the people what they want. They will also suggest improvements."

"As far as underlying theories for playground design go, much can be learned by observing the environment," says Foelsh. "If you look at play as an extension of interacting in the natural world, you begin to see the elements of design: soft landing surfaces, the ability to climb, to look out over others, to slide down something, all of which are part of the initial components of using your muscles, the connectivity between your nervous system and your brain."

One example of a notable playground, cited by Amy-Stockwell is called the "Giant's Playground," which she described as "not your traditional play structure. It is a giant model, which has been set in the ground of a giant. It is a climbing structure. There is another example in Missoula, Montana that is a dragon playground. The dragon's head is decorative on the outside, but when you climb up into it there are areas that are designated as the different parts of the dragon: the stomach, the tail, et cetera."

Different Age Groups

Designing for different age groups can also present challenges, according to Foelsh. "Most designers now are looking at ways of integrating equipment for both younger and older children into an overall area, still with the idea of channeling kids to the appropriate structures. We do have different challenges and different designs for the different cognitive and physical differences between ages of children."

"In the public sector we see more group play in pre-school," says Foelsh. "For older kids, there is more of a sporadic visitation and the focus is more on the physical challenge."

"Slides for children in the 5–12 age group will have a steeper incline, will be shorter and lower to the ground," adds Amy-Stockwell. "Swings are different lengths of chain. There are some climbing elements that are smaller, like a turtle, and another section might have larger climbing boulders for older kids."

"For smaller kids there is more interactivity for social play," continues Foelsh. "They have different abilities when it comes to balance, for example. We now have standards for kids two and under." Those standards are set by the American Society for Testing and Materials (now known as ASTM International), and are national, though voluntary.

The Value of Play

Aside from our common epithets like, "All work and no play make Johnny a dull boy," and Einstein's well-documented quotes about the value of imagination over knowledge, unstructured playtime has very real meaning in a child's development. "The schoolyard experience is an opportunity for social play and social development, where children learn to govern themselves and sort out conflicts," says Foelsh. "These are time-honored elements of play, and they are still relevant today."

"All playgrounds create an opportunity for imaginative play," adds Amy-Stockwell. "Some would say the safety regulations may be taking the challenge out of some of the play, but if you watch children play, it is very much based in imagination. Whatever they have becomes what they want it to be, maybe pirates or cowboys or monkeys or whatever."

Playtime is under attack, however. The "No Child Left Behind" legislation has called for increased focus in the competitive fields of study, the "core subjects," that have shown Americans are behind our neighbors in world-class achievement scores. Well-publicized cuts in music and theater education have been followed by cuts in physical education, which seems to ignore a problem of epidemic proportions: childhood obesity. And without social interplay outside of the structured classroom environment, children are more likely to not only get fat, but also have a harder time getting along with each other.

According to the National Education Association's website: "Under pressure from 'No Child Left Behind,' Yonkers, New York, is spending more on test preparation while eliminating 233 teaching positions and all athletic, visual arts, vocal, and instrumental programs, and halving the ranks of public safety officers in the high schools. Yonkers also plans to cut 41 guidance counselors, 28 librarians, and 30 social workers by the end of the following school year."

By contrast, "The federal government is interested in the issue of children not being exposed to the natural world anymore, especially in a city environment," says Bridgers. "The 'Play Every Day' bill recommends 60 minutes of outside play every day. They are trying to get the 'No Child Left Behind' amended so that arts and leisure is not the thing that is cut in order to be a part of that program."

Getting kids outside isn't easy, says Amy-Stockwell. "I think it is more of a challenge nowadays because it is so much easier just to turn on your GameBoy. I think with all the publicity about the childhood obesity problem that people are becoming more concerned, and encouraging their kids to get more exercise. Playgrounds really are an integral part of that. Playgrounds help children develop socially, intellectually, emotionally and physically, so they really do have great value."

"Staying inside is less of a play design issue than a social issue," says Foelsh. "The unsupervised outdoor environment can be considered dangerous. Twenty or 30 years ago parents sent kids outside to play. Now there is a real fear that if kids are unsupervised, harm may come to them. Also with both parents working, it becomes easier to park them in front of the TV and out of the dangerous world outside."

So it's up to playground professionals to get the word out. There are many courses offered to keep current and enhance skills—with coursework sanctioned by the NRPA. Certifications are available in a variety of specializations from inspections to design to installation.

Future Trends

A few issues top the list of concerns for the future of playground design. "Safety is a primary concern," says Amy-Stockwell. "Manufacturers are concerned with making a quality, challenging project. We are seeing more innovative designs."

"Accessibility is really important for the future," adds Bridgers. "NRPA has established a training course on accessibility. Making sure that kids with disabilities can play alongside others is high on the list of concerns."

"Water play is going to continue to grow," says Foelsh. "I believe that experts would hope that there will be advances in new ways of engaging children in the environment. Designers would like to see children using more of their senses in relationship to the play structures—even the sense of smell."

In his book Last Child in the Woods: Saving our Children from Nature-Deficit Disorder, author Richard Louv states, "The human cost of alienation from nature are among the diminished use of senses, attention difficulties, and higher rates of physical and emotional illness."

Tovah P. Klein, Daniele Wirth and Keri Linas of the Barnard College Center for Toddler Development, perhaps said it best. "For children, play is a dialogue with their surroundings—indoors or out, pretending or exploring, talking or being quiet, alone or with others. The rich complexities and subtleties offered through play provide a base for ongoing development. Not all children have opportunities to play in safe environments, but certainly all children deserve the chance to do so."

Denton Tarver is a freelance writer living in New York City and a frequent contributor to The New Jersey Cooperator.