Play Structures

Our play spaces and structures are designed to enhance and encourage the aspects of free play.
Not only do we engage the user physically and mentally within the space and themselves. Our structures are designed to involve the user with their surroundings, using natural, sustainable hardwoods and natural shapes; the beauty of nature is amplified and helps the user engage with their surroundings in a different way.
Our spaces allow and encourage the child to use the space in varying ways which are fun and help with their development:

In the Plato’s ‘Republic’ he talked about an appropriate approach to learning for the young: ‘Enforced learning will not stay in the mind. So avoid compulsion and let your children’s lessons take the form of play.’

city child

‘The most precious gift we can give to the young is social space: the necessary space – or privacy- to become human beings’

(Ward, 1978)

Within the last two decades play has become less diverse due to children’s free time being spent predominantly in front of screens. This in turn has arguably caused children’s relationship with their environment to become diluted. They are now less aware of the values in a place and the opportunities for playful interaction with their environment.

‘There has perhaps never been a time in history when humankind has been more removed room the natural world. More and more of us live; work and travel in rigidly controlled artificial environments’

(Henley, 1996)

Current figures show that the average child is spending up to 3 hours a day using media; this figure includes activities such as watching television, playing computer games and browsing the internet. This translates as 20% of their waking life, which means by the time the average person reaches 70 they will have spent 10 years of their life in front of a screen (Louv, 2009). This figure has substantially increased within the last couple of decades.

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‘Let all the lessons of young children take the form of doing rather than talking, let them learn nothing from books that they can learn from experience’ (Rousseau 1762/1963: 101).

 

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