At least half of the elevated play components must be on an accessible route.One type of each play component present on the playground must be at ground level.
There must be an accessible route that permits easy access to the playground for a wheelchair or mobility device.This means that for each piece of equipment: Many of our products are designed intentionally to be ADA accessible. The Americans with Disabilities Act (ADA) established specific guidelines that a playground must adhere to in order to be considered “accessible”.
We honor this commitment by ensuring that we have a wide variety of play equipment that meets and exceeds ADA standards.ADA Accessible Playground Equipment Nature of Early Play believes that it is our responsibility to adapt our equipment to the child, not the other way around. Our goal when designing an accessible playground is to meet the child where they are. Because play is so important, we offer products that are specifically designed to be accessible and inclusive. Studies have proven that playgrounds benefit physical, mental, and social development that takes place during early childhood. We also recognize that each child is unique and has different ability levels which may impact the way they interact with play equipment.
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Alternatively, examples of similar types of problems common to many communities are also provided.Īt the exchange, we will provide full documentation of the design challenge, links to the accompanying lessons and examples of student solutions.At Nature of Early Play, we believe that every child has the fundamental right to play. While the framing and context for the launch lesson as written, connects to a current engineering problem in, it could be easily aligned with any community’s general requirements. While the unit was designed to build on the grade 3 engineering and physical sciences standards, it also functions as a stand-alone integrated science and engineering unit for grades 2-5. Students also document their ideas, tests, iterations, challenges and the final design.Īt the final Design Expo, students share their designs and design process with other students and members of the school and greater community. The aim of these sessions is not only to critique each other’s design but also help solve problems. Along with the bulk of the time reserved for building and testing, explicit peer feedback sessions are scaffolded into the plans where students can discuss their ideas and challenges. To build, students can choose from a variety of materials like cardboard, strings, playdough, springs, magnets, etc. Each of the inquiry lessons is tied to the design challenge either through carefully crafted facilitation or the framing of the essential questions.ĭuring design lessons, students are engaged in planning, building, testing, and iterating their designs prototypes of an accessible playground equipment, to meet the identified set of design requirements. Students engage in multiple hands-on activities that provide for observations leading into rich discussions around the central concepts.
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Students also see the need to know how to make things move, stop and slow down, to be able to engineer a design, establishing a reason to delve into inquiry lessons.ĭuring inquiry lessons, students first explore the concepts of force and motion, followed by magnetism. They are introduced to the ideas of “accessibility” and “inclusion” leading into a discussion that establishes the need to have accessible playgrounds to ensure that ALL children in their community can play together. In the launch lesson, students learn about the engineering challenge: to design one piece of accessible playground equipment. It comprises 10 lessons, approximately 1 hour each, including a launch lesson, followed by four inquiry and four engineering design lessons, and a final design exposition. One of the units is “Accessible Playground Design,” a grade three unit that engages students in designing a piece of accessible playground equipment.
In the community-connected units, students in the third, fourth, and fifth grades use human-centered design strategies to prototype and share functional solutions to a design challenge rooted in the students’ local community while scientifically exploring the phenomena and mechanisms related to the challenge. In the ConnecTions in the Making project, researchers and district partners work to develop and study community-connected, integrated science and engineering curriculum units that support diverse elementary students’ science and engineering ideas, practices, and attitudes.
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