Hundreds of children in “Canada’s Ocean Playground” (aka Nova Scotia) entering school for the first time in September 2018 will be prevented from using the playground equipment in their own schoolyards. In Atlantic Canada’s largest school district, Halifax Regional Centre for Education (HRCE), parents were only alerted to the new rules affecting children under 5 years in June 2018 newsletters that advised them about “risk management advice” about the use of playground equipment during the school day. The news provoked quite a reaction and prompted Halifax playground expert Alex Smith to post a stinging July 2018 critique headed “Look- Don’t Play” on his widely-read PlayGroundology Blog.
The Halifax school district, like many across Nova Scotia, used the Canadian Safety Association (CSA) standards for outdoor play as a rationale for barring all Junior Primary and Senior Primary (not only ages 3-4 children , but also those age 5), from using the school playground equipment. School administration had been alerted to the potential problem back in the fall of 2017 at the time of the announcement of an expanded provincial Pre-Primary program. Instead of introducing kids to the joys of outdoor play, principals and teachers will be occupied trying to keep them off the equipment.
Nova Scotia is not alone in ‘bubble-wrapping kids’ on school playgrounds. It is just far more widespread because most of the province’s schools are only equipped with older, off-the shelf, equipment with CSA safety restrictions. Instead of phasing-in the introduction of Pre-Primary programs with playground upgrades, the N.S. Education Department has plowed full steam ahead without considering the importance of providing purpose-built kindergarten play areas.
Vocal critics of school and recreation officials who restrict child’s play are quick to cite plenty of other Canadian examples. Back in November 2011, a Toronto principal at Earl Beatty Elementary School sparked a loud parent outcry when she banned balls from school grounds. One Canadian neighbourhood, Artisan Gardens on Vancouver Island, achieved international infamy in a June 2018 Guardian feature claiming that the local council had “declared war on fun” by passing a bylaw banning all outside play from the street, prohibiting children from chalk drawing. bike riding, and street hockey.
Such stories make for attention-grabbing headlines, but they tend to miss the significance of the changing dynamics of play in Canada and elsewhere. Protecting kids at all times has been the dominant practice, but fresh thinking is emerging on the importance of “free play” in child development. Alex Smith of PlayGroundology is in the forefront of the growing movement to replace “fixed equipment play” with “adventure sites” and “loose parts play.” While aware that child safety is a priority, the “free play” advocates point to evidence-based research showing the critical need for kids to learn how to manage risk and to develop personal resilience.
School superintendents advocating for the retention and revitalization of recess can be allies in the cause of ensuring kids have regular play time. Some school district officials, however, seem to thrive on “over-programming kids” and see recess as another time to be planned and regulated. Typical of the current crop of North American senior administrators is Michael J. Hynes, Ed.D., Superintendent of Schools for the Patchogue-Medford School District (Long Island, NY). Providing a decent school recess, in his view, is just another solution to the “mental health issues” affecting many of today’s schoolchildren. Makes you wonder how ‘liberated’ kids would be on those playgrounds.
Larger Canadian school districts in Ontario have managed to avoid the CSA playground standards debacle. The five-year Ontario implementation plan for Full Day Junior Kindergarten, starting in 2010-11, included funding to redevelop playgrounds for children ages 3.8 to 5 years. In the case of the York Region District School Board, outdoor learning spaces in their 160 elementary schools were gradually converted, school-by-school into natural “outdoor learning spaces” with fewer and fewer high risk climbing structures. Outdoor creative play and natural settings were recreated, often in fenced-in junior playground areas. In Canada’s largest school district, the Toronto District School Board (TDSB), targeted funding allowed for similar changes, over 5-years, in some 400 schools.
Converting all elementary school playgrounds can be prohibitively expensive for school districts without the resources of these Ontario boards. Instead of investing heavily in the latest “creative play equipment and facilities,” playground experts like Alex Smith recommend taking a scaled-down, more affordable approach. Many of Halifax’s after school Excel programs adopted loose parts play following a presentation on risk and play by the UK children’s play advocate Tim Gill three years ago. His message to school officials everywhere: “Loose parts play is doable from a budget, training and implementation perspective. What an opportunity!”
What message are we sending to children entering school when they are barred from using playground equipment? Should expanding early learning programs be planned with a program philosophy integrating indoor and outdoor play? Is there a risk that we are robbing today’s kids of their childhood by over-protecting them in schools? When does ‘bubble-wrapping’ children become a problem?
Educhatter 