Republic of the Philippines

Eastern Visayas State University

College of Architecture and Allied Discipline
Tacloban City

Research No. 01

Parks and
Playgrounds

Presented By:

Pumanes, Angelique Lucille M.

BS ARCHITECTURE - 3A

Presented To:

Arch't. Dianne Angelynne Lim-So, UAP.

Instructor

Table of Contents
Introduction
Parks
2
The Type of Park Needed
2
Park in Conjunction With School
3
General Planning Consideration
3
Selecting A Site
4
Preliminary Planning
4
Choosing Materials
7
Using Materials and Equipment
8
Playgrounds
10
Playground Characteristics
10
Location of Playground
11

Size and Number of Playground

11
Layout of Playgrounds
12
General Equipment Selection Factors
13
Areas and Equipment
18
Summary
20
Conclusion
21
References
22

Introduction
This research includes a range information on parks and playgrounds.
Information on how to plan and design parks and playgrounds. This includes
the planning and design considerations, selecting a site and, materials and
equipments to be used.
Parks are open spaces where people used to promenade or walk in to,
to relax and to have fun. It is a place of reconciliation between man and
nature. Children who have access to parks can take part in games, sports,
crafts, and creative individual play. Adults have the opportunity to take part
in either active recreation like sports or games, or more passive forms of
recreation like concerts, plays, or just sitting in a pleasant environment.
Parks give both children and adults a means of using this leisure to promote
their physical and mental health.

The term "park" can be applied to various kinds of developments while

the term "playground" refers to development that are designed for active
recreation only.
Playground is that one contained area where kids go to climb, slide and
swing. It is a great place for a play date. Playgrounds often also have
facilities for playing informal games of adult sports, such as baseball
diamond, a skating arena, basket ball court, or a tether ball.
Children

think

something

entirely

different

where

to

them,

playground becomes a fort or a jungle or an obstacle course or a race track.

It serves as a stage and a game space. It is a place of fun and imagination.
All children want to do fun things. All children want to be in interesting
places. All children want to be in the middle of play. Children do not go to
playgrounds to build their motor skills. They go to have fun.
To achieve such wonderful and safer parks and playgrounds, there are a lot of
things

about parks and playgrounds and things to be considered that will be

discussed on the following pages.

PARKS
A park is an area of open space provided for recreational use. It can be
in its natural or semi-natural state, or planted, and is set aside for human
enjoyment or for the protection of wildlife or natural habitats. Parks provide
opportunities for physical recreation, social interaction, cultural and
educational activities, and pleasing vistas. They are places for people to
meet and congregate, stroll and sit, play and exercise.
Parks are planted places in which vegetation, earth, water, and
constructions are cultivated in such a way through composition that they
acquire a meaning beyond the significance of the single plant. Parks are

potentially the most artistic products of landscape architecture. 'Parks are

works of Art, rather than of Nature.'
Park design is influenced by the intended purpose and audience, as
well as by the available land features. A park intended to provide recreation
for children may include a playground. A park primarily intended for adults
may feature walking paths and decorative landscaping. Specific features,
such as riding trails, may be included to support specific activities.

The Type of Park Needed

Parks must be correctly located and recreation systems must be well
organized. When considering the types of recreational areas to locate
throughout the community, it is important to keep in mind the different
needs that exist. First, there is need for areas that are readily accessible for
daily use by many people. Second, there is need for less accessible areas
with facilities related more to the community as a whole. Finally, there is
need for areas outside the community for weekend visits. This latter
classification may fall under county or state jurisdiction. After determining
the location of a park, it is necessary to decide what type of park is needed,
based on information about the people it is intended to serve.
The neighborhood park should include provisions for children from 5 to
14 years of age. Among the recommended facilities are grass areas for
informal games, play equipment, paved courts, a baseball field, possibly a
shelter building, and other appropriate landscape elements. The extent to
which these facilities can be incorporated into one area is determined by the
acreage available.

2
Most of the following facilities can be included in the community park
and playground: grassed areas for field sports, paved areas for court games
(basketball, volleyball), tennis courts, swimming pool, recreation building,
picnic facilities, space for adult passive recreation, parking areas, and
restrooms.
Specialized park and recreational sites can include zoos, golf courses,
swimming pools, historical sites, or any other facility desired by the public.

Roads, paths, parking areas, rest rooms, and other special facilities must be
considered in planning this type of park.

Parks in Conjunction With Schools

In looking over the facilities required for the neighborhood parkplayground and the community park-playground, it becomes evident that
they are very similar to those needed for elementary and secondary schools.
It is logical then to consider the development of these park-playground areas
in conjunction with school sites. School play areas are deficient when
compared with park-playground areas. Usually the ground surface is entirely
paved and the equipment is limited. Similarly, the park-playgrounds are
deficient in facilities usually required for the educational-recreational
programs of a school. But by joint effort each area can complement the
other, offering greater recreational opportunities to the public than either
one could provide alone.
The adjacent development of schools and parks is not necessarily
always desirable, but should only be attempted when there are advantages
to the total situation. When park authorities enter such agreement, they
must be firm in resisting efforts of the school district to acquire parkland for
expansion of the school's physical plant. This situation has frequently
occurred because of population growth. A short-sighted public will readily
support such a plan in the conviction that schools are all-important. Where
this does happen, it indicates a breakdown in communication and public
relations between the park board and the public. The park board should carry
on a continued public information program to sell the public on the social and
economic value of parklands by publicizing the recreation programs and the
extent of public participation. Such efforts also pay off when both issues are
placed before the public for vote.

General Planning Considerations

There are general steps in planning necessary to have an orderly and
attractive park-playground.
3
The initial step should be an evaluation of the needs and interests of
the people who are to be served by the park-playground. Parks are for

people, but before this goal can become a reality the council must know who
these people are, their numbers, ages of both men and women, their
occupations, and their national origin if one is predominant. These factors
are important because the size of the property, its location, and the facilities
included are based largely on this data.
An investigation of the people to be served is particularly important in
a small community or village. It is likely to have only one park, so the area
will probably have to be designed to serve both children and adults. The plan
might have to include an area for preschool children; a play-equipment area
for older children; open space for informal games and play activities; space
for field games; and a shaded area for story-telling, crafts, and quiet games.
It should also provide for passive recreation needs of adults, with landscape
features, benches, a small picnic center, shade trees, and possibly an area
for quiet games. In some rural communities, it is possible for the town square
to serve as the recreational center for adults. If the town square is properly
developed, it can provide opportunities for social contact, quiet games, or
just sitting and relaxing. If this is the case, the park-playground development
might be designed more for children and young adults.

Selecting a Site
Consider topographical features when buying land. This is fundamental
because the regularity or irregularity of the land will determine its usefulness
for park-playground use. The ideal location of this land is as near as possible
to the center of the population to be served.
Avoid locations along streets with heavy traffic or near railroads,
industrial sites, or other natural or man-made barriers. In other words, the
park should be accessible both by foot and by car, but children should not
have to cross main traffic arteries to reach it.

Preliminary Planning
After land has been acquired, the next step in planning is to design the
area so it will serve the people effectively. There are two preliminary tasks to
be completed before actually deciding on design details. These two tasks are
the project program and the site analysis and should be dealt with
simultaneously.

4
The project program is a detailed description of the requirements of
the project. Through research, investigation, and consultation with recreation
specialists an accurate program of all requirements for a successful project
can be outlined. It is on this theoretical program that the design is based.
At the same time the project program is being studied, an analysis of
the site must also be completed. This analysis consists of a topographical
survey and on-the-site observations in an effort to become familiar with the
site and the design problems it will present.
The topographical survey establishes the legal boundaries and shows road
boundaries, wooded areas, streams or bodies of water, and ground
elevations. The ground elevations are shown on a topographic map as
contour lines at a specified vertical interval.
In this topographical survey an investigation of soil structure and its
ability to support the anticipated activities is important. This may involve the
use of soil survey maps and a study of soil profile (a core of earth taken to a
specified depth). As a result of these studies the behavior of any particular
soil structure can be predicted. On this basis it is possible to determine if the
soil will support intense use and to predict its load-bearing qualities.
Observations should include notes about existing vegetation, including
trees, shrubs, and ground covers. An evaluation of this vegetation should be
made to determine what should be preserved and incorporated into the
design and what should be removed. Many times on heavily forested sites
the trees grow so close together they become tall, spindly, and poorly
shaped. By selective removal of the poorest trees, the better ones can
develop their natural form and become handsome additions to the total
picture. At the same time notes should be made on what protection will be
necessary to avoid damage to the trees during construction.
Special attention should also be given to rock outcroppings, streams,
bodies of water, swampy areas, presence or absence of natural drainage
patterns, the sun pattern over the property, and the prevailing wind. The site
analysis should not be confined entirely to property within the legal
boundaries. It should also include study of the areas beyond the park

property lines that will influence the design, such as bordering streets and
their traffic loads, good and poor views, natural and manmade hazards (cliffs,
industrial areas, and railroads). Some of these factors can present hazards
that make it necessary to protect not only the users of the park, but also the
adjacent private properties.
The person making the field observations should have a print of the
survey map
5
mounted on a hard board. He can note pertinent information in those areas
on the map that approximate the actual location on the site. When the field
analysis is complete, he will have an accurate diagram of all features and
factors to refer to as he begins to develop the design.
In addition to the field observations, other information is needed to
complete the site analysis. This information is obtained through research. It
includes checks on the ownership of the land, determination of easements
for both overhead and underground utilities, and an investigation into any
reversion clauses in the deed that might limit the types of development
placed on the property.
Having noted this information on a base plan, the landscape architect
begins to study the organization of space to determine the best use of the
land. He refers back to his project program to review facilities that are to be
included. He studies the land to determine how to incorporate these facilities
and draws out certain activity areas in very general terms. The specific detail
of design is not a major consideration in this phase of planning. At this point
the major concerns are the organization of activity areas and facilities, the
relationship of one activity area to another, and the best use of land.
Keeping in mind this organization of space, he thinks about isolating
age groups so the recreation of older children will not infringe on the play of
pre-school children. It is also good to separate the passive from the more
active recreational areas. He selects the best location for various facilities in
relation to the sun and prevailing breezes and considers the topography of
the land to see if it will be satisfactory for each activity. If any modifications
will be needed, he then develops a grading plan. This plan is a guide for
changing the land surface to accommodate specific activities and to get the
best use of space.

Armed with the knowledge of which features are to be incorporated,

where they are to be located, and how the ground forms should be changed
to accommodate them, the landscape architect is ready to design each of
these features and the surrounding area in detail.
While designing the details of these areas, the main goals of the
designer are to achieve pleasing appearance, durability, and ease of
maintenance. Maintenance of an area begins on the drawing board. Careful
thought must be given to each detail of the design to assure that it will still
be useful, attractive, and practical 10 years after its construction.
The first step in site planning is to make a field site analysis. With the
information from the field site analysis, the next step is to make a land-use
plan indicating the possible locations
6
of the activity areas to be included in the park. An effort should be made to
locate each activity on a spot that is topographically suitable so as to
preserve the natural features of the land and at the same time reduce costs
by keeping grading modifications to a minimum. At this point no effort is
made to define the specific form each activity area will assume. More
important is the placement of the areas in relation to one another and to the
physical features. One step remains before developing the final design, and
that is making the schematic landscape plan.

Choosing Materials
Proper design can make a facility easy and economical to maintain. A
part of this design process is the choice of materials. The landscape architect
realizes the importance of the choice of materials to be used in parkplayground design. He must keep in mind the budget within which the park
department is operating and also the proper quality of material to be used.
Sometimes it is cheaper to choose what might seem to be a luxury because
it will be more efficient and less costly over the long run in terms of
maintenance and replacement. The park-playground design will include play
equipment and facilities, appropriate ground-surfacing material, and
landscape plantings and structures.
Landscape plantings should not be chosen just to beautify the area.
Those plantings that are included in the design should be "working"

plantings. They should perform a specific function and at the same time they
should be carefully selected for qualities that will add beauty.
Some of the functions a plant can serve in a park-playground area
include border protection, screening, pedestrian traffic control, space
organization and definition, separation of play areas, and shading.
Border protection plantings are generally located along the property
lines for one of two purposes. They may simply define the area of the parkplayground. Trees spaced along the property line would accomplish this.
They may also serve as protective plantings between the park-playground
and adjacent streets and properties. Such plantings could include large
shrubs and trees, depending on the degree of protection required.
In general it is better to leave the views from the park open, rather
than solidly enclosed. A screen planting (a solid mass of one type of plant to
give the effect of a wall) might be used to obscure an objectionable view or
to provide a barrier in areas of potential safety hazards. An ideal shrub for a
screen would be tall and narrow, but with heavy foliage to the
7
ground. The height of the screen must be a compromise between the height
needed for screening and the limitation of scale given by the area. To
function effectively as a visual screen, the planting will have to be at least 6
feet high in order to block any object from view.
For pedestrian traffic control, for space organization and definition, and
for separation of play areas, several different planting arrangements might
be used. A clipped or unclipped hedge, a group planting, or a screen type of
planting using either tall or low plants would be very effective.
In choosing a hedge, select plants that have dense foliage which
cannot be seen through and which are able to survive close together. Hedges
can either be clipped (formal) or unclipped (informal). The formal hedge
requires a great deal of maintenance. If the hedge is being used to control
movements of people, it is often advisable to select varieties that have
thorns.
Group plantings aid in space definition and organization. The group
planting is composed of several different plant varieties. For example, three

or four plants that are similar in form, color, and texture can be combined to
form the bulk of the planting. Group plantings should be interesting in outline
and arrangement. A plant that offers contrast in form, texture, or color, such
as a small tree, will add special interest to small groupings.
When shade trees are used, their location must be carefully
determined to avoid interference with any special activities or sport areas in
the park-playground. The tree planting should include a combination of
small, flowering trees with medium and large varieties. Be sure to select
trees that grow well in your area. Do not use trees that have "nuisance"
litter, such as messy fruit, seed pods, and broken twigs. Do not select trees
whose roots are heavy surface feeders. Such trees interfere with the growth
of nearby lawn and plantings and cause pavement to heave. Finally, select
those that are long-lived and resistant to ice and wind as well as to insects
and disease.

Using Materials and Equipment

To illustrate how some of these elements might be combined into a
design, the following is a list of features (both equipment and plantings) that
might be necessary for the proper functioning of a small children's play area
and the older children's playground.
In the small children's area, the ground should be level. However, small
mounds or
8
undulations provide opportunities for creative play. The surfacing material
should be turf or some material that provides a soft, resilient cushion for
falls.
The play equipment should include low-hung swings, a small slide, a
sand box, small teeter-totters, and possibly a playhouse. Cut-out figures of
nursery rhyme characters can also be included. Provide benches for parents.
It is important that this area be separated from areas used by older
children. If ample land is available for the development of the parkplayground, the design should allow plenty of open space for a safety zone
between the two age groups. If this is not practical, then the use of a welldesigned fence or planting may be considered.

Plantings, other than those required to give safety to the area, should
be held to a minimum. The only really necessary type of planting would be
large trees to provide shade in the area.
Playful irregularities of forms, materials, and heights encourage
children's natural actions of jumping, climbing, crawling, and hiding. The
form and function of the total composition was carefully conceived through a
design on paper to avoid a mere accumulation of materials and play
elements.
In developing a park as a space for play, there are several different age
groups for whom special design considerations and facilities are required. For
example, toddlers must be protected from older youngsters. In this case an
unobtrusive fence separates the toddler play area from the rest of the park.
Appropriate equipment is included along with a large sandbox on the left.
Sand is also used under the swings; however, the hobbyhorses are mounted
in concrete. The large paved area provides tricycle space.
Inexpensive building materials can be effectively used to create play
facilities that stimulate the imagination of the child. This well-designed play
area for small children provides for many different types of play activities.
The use of sand for a surfacing material eliminates maintenance problems
associated with grass. The sand is contained by flowing concrete strips
designed as a tricycle highway.
A simple play structure that provides an exciting play experience:
crawling into the concrete cylinder, climbing up the ladder inside, and then
sliding down to earth.
In the older children's area, youngsters ranging from 6 to 14 years will
be using the older
9
children's playground. Because of this age range it is desirable to develop a
three-division layout that provides facilities for boys and girls in the 6 to 10
age group, boys 10 to 14, and girls 10 to 14. This plan, of course, may be
modified because of lack of space.
In general the topography should be reasonably level because the
facilities provided for this group include both play apparatus and space for

field games. The surfacing material will depend upon the area and its use. It
may be lawn or it may be a hard surface material such as asphalt.
Quite different from playground equipment but of equal importance is
a level, open area for active, organized games. Where space is limited, this
area could be planned to function as a multi-purpose game area. It could
serve as a soccer, softball, or touch football field, depending on the season
and the interest of those using it.
Tennis courts are only one of the many types of facilities that might be
incorporated to provide a wholesome outlet for youthful energies. Although
tennis courts are an expensive item, the space can be used for activities
other than tennis. In winter the tennis court can be flooded and the resulting
ice can serve as a skating rink. In summer the court can also be used as a
dance area.
Space requirements for sports and games of older teens and adults are
considerably larger than those for children. Facilities for these sports and
games are generally not included in the park-playground because of space
limitations. They are more feasible in larger parks. Table 5 below shows the
space requirements for adult games. Remember that the figures in the table
are approximate and more or less space may be needed, depending on the
land available.

PLAYGROUND
A playground is a place with a specific design to allow children to play
there. It may be indoors but is typically outdoors. While a playground is
usually designed for children, some playgrounds are designed for other age
groups.

Playground Characteristics
The playground is the chief center of outdoor play for kindergarten and
school age children from 5 to 12 years of age. It also offers some
opportunities for recreation for young people and adults .
The playground at every elementary school should be of sufficient size
and design, and
10

properly maintained, to serve both the elementary educational program and

the recreational needs of all age groups in the neighborhood. Since
education and recreation programs complement each other in many ways,
unnecessary duplication of essential outdoor recreational facilities should be
avoided. Only where this joint function is not feasible should a separate
playground be developed.
A playground may include a playlot for preschool children, an enclosed
playground equipment area for elementary school children, an open, turfed
area for active games, shaded areas for quiet activities, a paved,
multipurpose area, an area for field games, and circulation and buffer space.

Location of Playground
A playground is an integral part of a complete elementary school
development. School playgrounds and other playgrounds should be readily
accessible from and conveniently related to the housing area served . A
playground should be within 1/4 to 1/2 mile of every family housing unit.

Size and Number of Playgrounds

Recommended size of a playground is a minimum of 6 to 8 acres,
which would serve approximately 1,000 to 1,500 families . The smallest
playground that will accommodate essential activity spaces is about 3 acres,
serving approximately 250 families (about 110 elementary school children).
This minimum area should be increased at the rate of 0.2 to 0.4 acres for
each additional 50 families. More than one playground should be provided
where a complete school playground is not feasible, the population to be
served exceeds 1,500 families, or the distance from the housing units is too
great.

Playground Activity Spaces and Elements

A playground should contain a playlot, as described in the preceding
section, with equipment and surfacing as recommended. It should contain an
enclosed playground equipment area with supplemental planting for
elementary school children, and with equipment as recommended. It should
also contain an open, turfed area for informal active games for elementary
school children. There should be shaded areas for quiet activities such as
reading, storytelling, quiet games, handicrafts, picnicking and horseshoe
pitching for both children and adults. There should be also a paved and welllighted, multipurpose area large enough for activities such as roller skating,

dancing, hopscotch, four square, and captain ball, and games requiring
specific courts, such as basketball, volleyball, tennis, handball, badminton,
paddle tennis, and shuffleboard. There should be an area for field games,
preferably well11
lighted, (including softball, junior baseball, touch or flag football, soccer,
track and field activities, and other games), which will also serve for informal
play of field sports and kite flying, and be used occasionally for pageants,
field days, and other community activities.
And lastly, it should have a miscellaneous elements such as public shelter,
storage space, toilet facilities, drinking fountains, walks, benches, trash
containers, and buffer zones with planting.

Layout of Playgrounds
The layout of a playground will vary according to size of available area,
its topography, and the specific activities desired. It should fit the site with
maximum preservation of the existing terrain and such natural site features
as large shade trees, interesting ground forms, rocky outcrops and streams.
These features should be integrated into the layout to the maximum extent
feasible for appropriate activity spaces, as natural divisions of various use
areas, and for landscape interest. Grading should be kept to a minimum
consistent with activity needs, adequate drainage and erosion control.
The playground equipment area should be located adjacent to the
school and to each other. An open, turfed area for informal active play should
be located close to the playground equipment area for convenient use by all
elementary school children. Areas for quiet activities for children and adults
should be somewhat removed from active play spaces and should be close to
tree shaded areas and other natural features of the site. The paved
multipurpose area should be set off from other areas by planting and so
located near the school gymnasium that it may be used for physical
education without disturbing other school classes. All posts or net supports
required on the courts should be constructed with sleeves and caps which
will permit removal of the posts and their supports. The area for field games
should be located on fairly level, well-drained land with finished grades not in
excess of 2.5 percent; a minimum grade of 1 percent is acceptable on
pervious soils having good percolation for proper drainage.
In general, the area of a playground may be divided as follows:
approximately half of the area should be park-like, including the open, turfed
areas for active play, the shaded areas for quiet activities, and the

miscellaneous elements; the other half of the area should include 3/4 to 1
acre for the playlot, playground equipment area, and the paved,
multipurpose area, and 1 3/4 acres (for softball) to 4 acres (for baseball) for
the field games area.
The playground site should be fully developed with landscape planting
for activity control and traffic control, and for attractiveness. This site also
should have accessible public shelter, storage for maintenance and
recreation equipment, toilet facilities, drinking fountains, walks wide enough
for strollers and carriages, bicycle paths, benches for adults and children,
and trash containers .

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General Equipment Selection Factors
There are general factors that should be considered in selecting
equipment for playgrounds.
Developmental and Recreational Values
All equipment should contribute to the healthy growth and
recreational enjoyment of the child, so that he learns to coordinate,
cooperate, compete, create, enjoy, and acquire confidence . Play equipment
should develop strength, agility, coordination, balance, and courage. It
should stimulate the child to learn social skills of sharing and playing with
others, and to compete in a spirit of fair play. It should encourage each child
to be creative and have play experiences which are meaningful to him. It
should also permit the child to have fun and a sense of complete enjoyment
and assist the child in making the transition from playlot to playground.
Child Preference and Capacity
Play equipment, to be selected with due regard to the child's changing
preference, maturity, and capacity, should be scaled and proportioned to
meet the child's physical and emotional capacities at different age levels. It
should permit the child to do some things alone without direct adult
supervision or assistance. It should provide a wide variety of play
opportunities to accommodate changing interests of the child. It should also
free the child's imagination and meet a variety of interests, abilities, and
aptitudes.
Safety of Participants

All play equipment should be designed and built for safety of the
participants, and be free of all sharp protruding surfaces caused by welds,
rivets, bolts, or joints. It should have sufficient structural strength to
withstand the expected loads. It should be designed to discourage incorrect
use and to minimize accident. Examples are seats that discourage children
from standing in swings, slides that require children to sit down before
sliding, and steps or ladders that discourage more than one participant at a
time. It should have hand or safety rails on all steps and ladders, and nonskid
treads on all steps. It should be installed in accordance with the specific
directions of the manufacturer. It should be also placed over suitable
surfaces that will reduce the danger of injury or abrasions in the event a
child falls from the climbing, moving or sliding equipment. There must be a
soft surface below anything which a child can fall from. A safe landing
surface should be provided at the end of a slide chute. Make sure the
dimensions of the play equipment are in scale to the size of the child who will
use the equipment. If a small child needs to reach too far to grab something,
they are more likely to slip
13
and fall. The parent should be able to see or supervise the child, ideally
without the chil realizing they are being observed. This is particularly
important for preschool children but older children can be afforded more
hiding places.
Durability of Equipment
Equipment that is durable should be selected. It should be made of
materials which are of sufficient strength and quality to withstand normal
play wear. Wood should be used only where metal or plastics have serious
disadvantages. All metal parts should be galvanized or manufactured of
corrosion- resistant metals. All movable bearings should be of an oilless type.
Equipment should be designed as vandal-resistant as possible (for example,
wire-reinforced seats for swings).
Equipment with Eye Appeal
All play equipment should be designed and selected for function, for
visual appeal to stimulate the child's imagination, with pleasing proportions
and with colors in harmonious contrast to each other and the surroundings.
Play equipment may have a central theme, to reflect historical significance of
the area, a storybook land, a nautical motif or a space flight motif. The theme
may be carried out by constructing retaining or separation walls to resemble

a corral, ship, or airplane, and by appropriate design of such elements as

paving, benches, and trash cans.
Ease of Maintenance
Equipment should be selected which requires a minimum of
maintenance. Purchased equipment should be products of established
manufacturers who can provide a standard parts list. Equipment parts which
are subject to wear should be replaceable. Color should be impregnated into
the material, if feasible, to avoid repainting. Sand areas should be
surrounded by a retaining wall and be maintained regularly to remove
foreign objects end loosen the sand as a suitable play medium.

Basic Play Equipment

Play equipment may include swings, slides, and merry-go-rounds;
various types of climbers; balancing equipment such an balance beams,
conduit, leaping posts, and boxes; hanging equipment such as parallel bars,
horizontal bars, and ladders; play walls and playhouses; and a variety of play
sculpture forms.

14
Preschool children really like to get involved. They like to manipulate
their environment, to build things, or change things around. While a twoyear-old may be enthralled by small building blocks, an older child will want
to make bigger and more significant changes to their environment.
Children over the age of five need a greater physical challenge and
need things they can do in pairs or groups. If something is not meant to be
used by several children they will very often find a way to manipulate it for
use by more than one at a time like a slide meant for one child is likely to be
used by several children sliding down together.
For preschool children, the play equipment should have different
textured surfaces like rough or smooth. It should have variety of materials
like rubber, wood, plastic or metal. It should have a variety of different play
spots like inside a cubby, in front of the cubby and behind the cubby. All feels
like different places to the child. It should also have things that can be
moved and things that encourage the greatest variety of movements in the

child. It they can climb it, it is good. But if they can climb, slide, swing, it is
much better.
School Aged Children's bodies are physically bigger. The play
equipment needs to sturdier and bigger. Their minds are more complex and
informed. If the equipment is not more challenging and flexible, they
probably get bored and simply not use it. Consider how it enhances social
play, provide private places where children can sit, talk, or play pretend
games together.
Play equipment should be seen as only one component in creating
total play environment. Different types of play equipment should be provided
for preschool children and for elementary school children to meet the
developmental and recreational needs of the two age groups.

Examples of Play Equipment

1) Sand Pit
This should have sturdy but smooth edges. A secure cover will keep
the rain out and prevent leaves, sticks, etc from blowing in. It also prevents
animals from contaminating the sand.
Portable plastic sandpits are inexpensive and easy to clean. They can
also be used as paddle pools in warmer weather. A home-made sandpit has
the advantage that you can build it to any size or shape - a large pit will
allow two or more children to play together safely, using larger toys. Another
bonus is that timber edges can be used as seating.

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2) Cubbies or Wendy Houses
Choose or build a well-constructed, well-finished cubby house. Do not
make it too small or dark, otherwise it will not get much use. A weatherproof
cubby with a clean, dry floor will also encourage use.
3) Swings and Climbing Frames
Of all the play areas in the backyard, swing sets and climbing frames
are the most likely source of accidents, so choose sturdy, safe equipment
and soft surfacing to minimize the risks.

A set bought from a reputable toy or hardware shop will most likely
conform with safety regulations. If you build your own swing or purchase a
timber frame make sure the edges are rounded and smooth, and that all
moving parts are securely attached. Concrete footings may be needed to
secure the set in soft ground.

Playground Equipment for Elementary School Children

The following table indicates types, quantities, and minimum play
space requirements totaling about 6,600 sq. ft; this area, plus additional
space for circulation, miscellaneous elements, and buffer zones, will
accommodate a full range of playground equipment serving approximately
50 children at one time.
Equipment
Number of Pieces
Play Space Requirements (ft.)
Balance beam . . . . . . . . . . . . . . . .
1
15 x 30
Climbers . . . . . . . . . . . . . . . . . . . . .
3
21 x 50
Climbing poles. . . . . . . . . . . . . . . .
3
10 x 20
Horizontal bars . . . . . . . . . . . . . . .
3
15 x 30
Horizontal ladde . . . . . . . . . . . . . .
1
15 x 30
Merry-go-round. . . . . . . . . . . . . . .
1
40 x 40
Parallel bars. . . . . . . . . . . . . . . . . .
1
15 x 30
Senior swing set (6 swings) . . . . .
1
30 x 45
Slide. . . . . . . . . . . . . . . . . . . . . . . .
1
12 x 35
Surfacing
Selection of suitable surfacing materials for each type of play area and
for circulation paths or walks, roads, and parking areas, should be based on
the following considerations:

1 . Function. The surface should suit the purpose and the specific function of
the area (such as surfaces for court games or field games, and surfaces
under play equipment). The surface
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should also be considered from the basis of whether the area is multipurpose
or single-purpose, end for seasonal or year round usage.
2, Economy. The factors of economy are the initial cost, replacement cost,
and maintenance cost. Often an initially more expensive surfacing is the
least expensive in the long run because of reduced maintenance.
3. Durability. The durability of the surface should be evaluated in light of its
resistance to the general wear caused by the participants, and resistance to
extended periods of outdoor weathering such as sunlight, rain, freezing,
sand, and dust.
4. Cleanliness. The surface should be clean and attractive to participants, it
should not attract or harbor insects or rodents, and it should not track into
adjacent buildings or cause discoloration to children's clothing.
5. Maintenance. Maintenance must be evaluated not only in light of the cost,
but also of the time when the facility is not available for use due to repair or
upkeep.
6. Safety. The safety of the participants is a primary consideration in
selecting a play surface and should not be compromised for the sake of
economy.
7. Appearance. A surface which has an attractive appearance and
harmonizes with its surroundings is very desirable. Surfacing materials
should encourage optimum use and enjoyment by all participants, and
channel the activities in an orderly manner by providing visual contrasts.

Evaluation of Surfacing Materiels

1 . Turf
This material is generally considered to be the beat surface for many of
the recreation activities carried on at playgrounds. Although turf is not
feasible for play areas having heavy participant use, most park and
recreation authorities recommend using turf wherever practicable.
Underground irrigation sprinkler systems with rubber top valves should be
specified in areas with inadequate seasonal rainfall to maintain a turf cover.
Major reasons for using turf are that it is relatively soft, providing greater
safety than other surfaces, and it has a pleasing, restful appearance with
great appeal to participants. A turf surface is especially suitable for open and

informal play areas for younger children, and the large field game areas for
sports and general recreation use.
2. Bituminous Concrete
This flexible paving material is the most generally used material for
paving play areas. The designer should note that various asphalt grades and
mixes are available, as well as color17
coatings to improve appearance and maintenance. A suitable mix and
careful grade control should be used to obtain a smooth, even surface,
economical construction, and little or no maintenance. Bituminous concrete
pavement is especially useful for paved, multipurpose areas, for tennis,
basketball, and volleyball courts, roller skating and ice skating rinks, and for
walks, roads, and parking areas.
3. Portland Cement Concrete
This rigid paving material is the most favored type of surface for use in
specialized areas where permanence is desired, and to provide uniformity,
maximum durability, and little or no maintenance. A Portland cement
concrete surface is especially useful for court games requiring a true, even
surface, such as tennis and handball, for shuffleboard courts, roller skating
and ice skating rinks, and for walks, curbs, roads, and parking areas.
4. Synthetic Materials
Synthetic materials that have a cushioning effect are being used by
some school, park and recreation departments, primarily for safety, under
play equipment. Several companies have developed successful resilient
materials which provide excellent safety surfaces; these have been more
expensive than the other materials discussed.
5. Miscellaneous Materials
Materials used for specific areas include sand, sawdust, tanbark, or
wood chips around and under play equipment, earth on baseball diamond
infields, and brick, flagstone, or tile on walks and terraces.
AREAS & EQUIPMENT
Desirable standards for recreation facilities have been set up by the
National Recreation Association and are generally recognized. Absolute
standardization is impossible because of variable factors: climatic

conditions ; population or institutional needs, habits or preferences; and

available land or money.
Basic general standard for public areas is 1 acre of open space per 100
total population, of which 40 to 50 per cent should be devoted to games or
other active recreation. No set formula has been established for institutions
such as churches, schools, colleges . Local conditions, such as extent of
participation in organized athletics, available money, etc., should govern the
choice.
Surfacing of play areas influences utility, extent and cost of upkeep,
and extent of playing season. Local materials, climate, soil, intensity of use
and tradition influence choice of
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surfacing. In general all areas require effective surface or subsurface
drainage or both.
CHILDREN'S PLAYGROUNDS
These are intended for children 5 to 15 years old. A subdivision of this
type, characterized by smaller area and fewer facilities, is called the Junior or
Primary Playground, and is intended for children up to 10 or 11 years.
Size of children's playgrounds ranges from 3 acres (minimum) to 7
acres. General recommendation is 1 acre per 1,000 total population . Two
small playgrounds are usually more satisfactory than one of excessive size
when population served requires a large acreage.
Location is usually in an area developed for this particular use,
adjoining a grade school, in a neighborhood or large park, or a portion of a
neighborhood playfield. Maximum radius of area to be served should
preferably not exceed one-half mile; in areas of dense population or subject
to heavy traffic, one-quarter mile .
Plan elements may be subdivided into apparatus section, specialized
sports area, landscaping, and miscellaneous activities. Selection and
distribution of areas and equipment should be based on local preference,
space and money available, and topography.

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Summary

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Conclusion
Parks and playgrounds are one of the most important part of a specific
place or community. To have a wonderful and safer parks and playgrounds,
following the guidelines on what to consider in planning and designing can
help us achieve what we want to achieve.
Well-planned and well-designed parks and playgrounds have the
potential to become well-used and highly valued community assets. They are
also important assets to communities that hope to attract industry and
tourists. Good planning and design will also help to eliminate hazards and
reduce the risk of serious playground injuries.
Parks should be fun and should have environment that can relax and
clear your mind. Same with the playgrounds, it should be fun also. Children
spend lots of time on the playground. It should be magical and should
stimulate children's imagination. There should be sand and water, boulders
and logs to play with, slopes to roll down, places to hide, things to challenge,
sounds, light and color, plants, flowers and insects.

Building a great park and playground involves combining those ideas

to create a single, integrated space that people will love and will aid the
development of children. It is complex but part of the magic of parks and
playgrounds is that those aspects do go together well.

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References
1. McGraw-Hill. Time-Saver Standards for Building Types. 2nd ed. Joseph De
Chiara and John Hancock Callender. 1987
2.

http://www.dsdip.qld.gov.au/resources/guideline/pda/guideline-12-park-

planning.pdf
3. http://www.acs.edu.au/courses/playground-design-134.aspx
4. http://en.wikipedia.org/wiki/Park
5. http://www.aces.uiuc.edu/vista/html_pubs/PARK/park1.html

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