Natural Play Guide

the outside scoop

issue 1

Better playgrounds. Better world.™

Find featured Landscape Structures product information on back cover.

in this issuethe outside scoop | issue 1 | play naturally

A numbers gamePutting it all into perspective

News & notesRevisiting the No Child Left Inside bill

ResourcesGet informed, stay connected and take action

Go outside and playThe benefi ts of outdoor recreation

Trends in playground designThe increasing role of nature in outdoor play

Making forest friends and fossilsDiscover how Landscape Structures brings nature to life

Benefi ts of nature for childrenNot just nice to look at, but good for you too!

Planning ideas for a more natural play environmentSteve King gives insight on designing outdoor fun

Child’s playKids show and tell their thoughts on playing naturally

the outside scoop 1playlsi.com

here’s the scoop

Early on, my career as a landscape architect took an unexpected turn when I cofounded a playground equipment company with my wife, Barb. Yet, I’ve never felt like I switched career paths. For me, these two professions have always gone hand-in-hand in the development of playgrounds that truly engage the imagination, inspire curiosity and promote healthy physical activity. I think of a play area as an outdoor learning environment serving the needs of all users.

Today, unfortunately, countless studies indicate that outdoor play is becoming a thing of the past. A variety of factors have contributed to this�—�the increasing role technology plays in children’s lives, the trend toward structured, scheduled activities for kids, limited recess at school and the fact that more people are living in urban areas, away from nature.

Richard Louv coined the phrase “nature-defi cit disorder” in his book, “Last Child in the Woods,” to describe the negative eff ects on youth who have no regular contact with nature, and linked this phenomenon to the rise in childhood obesity, attention-defi cit disorder and depression. It was Louv’s book that led to today’s “natural play” movement.

At Landscape Structures, we couldn’t be more excited about being a part of this important movement. Our new line of nature-inspired playstructures blend the beauty and wonder of nature with the safety, age-appropriateness and durability found in manufactured equipment. This perfect balance between the natural and the man-made creates the optimal play environment for kids and their families, providing complete body and mind exercise.

But in the end, our number one priority is to get kids outside to play.

Steve King, cofounder and chairman of Landscape Structures, is a member of the American Society of Landscape Architects Council of Fellows (ASLA), a certifi ed playground safety inspector, and a founding member and past president of IPEMA™ (International Play Equipment Manufacturers Association).

2 the outside scoop

a numbers game

— England Marketing (2009). Childhood and nature: a survey on changing relationships with nature access across generations.

— Balmfold, Clegg, Coulson and Taylor (2002).

Childhood Obesity — A Nationwide EpidemicAccording to the Centers for Disease Control, obesity in children has increased from about 4% in the 1960s to close to 20% in 2004. That means 1 out of every 5 children is seriously overweight. One study determined that preschoolers’ risk for childhood obesity increases by 6% for every hour of TV they watch per day.1 And another study found that the neck arteries of obese and overweight children were similar to those of 45-year-olds. The infl ux of technological gadgetry combined with fewer opportunities for outdoor play means today’s youth are living a more sedentary lifestyle. And they’re paying for it by developing diseases previously found primarily in adults.

The Dangers of Childhood Obesity

1. Cardiovascular disease (CVD)2. Type 2 diabetes3. Bone and joint problems4. Sleep apnea5. Low self-esteem and

depression6. Increased likelihood

of becoming obese adults

1. Linn, S. (2008). The case for make-believe: Saving play in a commercialized world, NY: The New Press.

Children can identify

more Pokemon™ characters than wildlife species at 8 years old.

less than 10%of kids today report playing outside

40% of their parents played

outside in their youth



Recent research appears to

support the idea that nature

is essential to the physical,

psychological and social well-

being of the human animal,

says Frances Kuo, a professor

of natural resources and

environmental science and

psychology at the University

of Illinois. In a 2008 study,

Kuo and a colleague, Illinois

postdoctoral researcher

Andrea Faber Taylor,

established that children

with attention defi cit

hyperactivity disorder

(ADHD) had signifi cantly

better concentration after

a walk in a park versus

a walk in an urban setting.

— Diana Yates, Life Sciences Editor, News Bureau, University of Illinois (2009)

Children are smarter, more cooperative, happier and healthier when they have frequent and varied opportunities for free and unstructured play in the out-of-doors.— “Children and Nature 2008: A Report on the Movement to Reconnect Children to the Natural World,” Children & Nature Network.

1. More creative, imaginative play

2. Emotional coping & stress reduction

3. Improved physical health & motor coordination

4. Cognitive, social & sensory development

5. Concentration, self-control & self-discipline

6. Creative problem-solving skills

7. An appreciation for the environment

The Benefi ts of Playing Outdoors

Landscape Structures Inc.4 the outside scoop

news & notes

Congress Considers Kids’ Need to Unplug and PlayA growing concern that today’s youth are quickly succumbing to “nature-defi cit disorder” has led to the creation of the No Child Left Inside (NCLI) Act, a bill that seeks to advance environmental education in our nation’s schools. Co-sponsors Senator Jack Reed (D-RI) and Congressman John Sarbanes (D-MD) introduced the 2009 version of the bill on Earth Day in April. According to the NCLI Coalition, research shows that getting young people outdoors has far-reaching positive infl uences, such as improving overall academic performance,

easing attention-defi cit disorders and disciplinary problems, addressing childhood obesity concerns and laying a foundation for environmental stewardship. As it currently stands, the bill:

• Authorizes $100 million in 2010–2014 to fund programs that bring the classroom outside

• Requires that state educational agencies work with state environmental and natural resource agencies to develop and implement an environmental literacy plan in order to receive NCLI grant funding

• Allows states receiving NCLI grants to award

subgrants to local educational agencies and eligible partners�—�such as a federal, state, regional or local environmental or natural resource management agencies, or park and recreation departments�—�to initiate, expand or improve environmental education programs

• Uniquely positions local and state park agencies to assist in the expansion of environmental education curricula as many have existing trained and knowledgeable staff , and/or are already working with school systems.

For more information about the No Child Left Inside Act, visit nrpa.org.

Legislative update

Play is so important to optimal child development that it has been recognized by the United Nations High Commission for Human Rights as a right of every child.

— Dr. Kenneth Ginsburg (2007) in his clinical report to the American Academy of Pediatrics.


resources

Säjai® Foundation

This national nonprofi t foundation works with local communities to combat childhood obesity while promoting outdoor activities. The Wise Kids® programs teach children how to balance nutrition and exercise for lifelong good health. The Wise Kids Outdoors after-school and summer camp program helps kids understand the ways in which nature and the earth live in balance, just like humans.sajaifoundation.org

US PLAY Coalition

Help promote the value of play in the lives of children, adolescents and adults by joining this national play coalition. Everyone is welcome�—�individuals, organizations, nonprofi ts and for-profi ts. The only requirement is that you believe play is a fundamental human need.usplaycoalition.clemson.edu

“Last Child in the Woods”

In this best seller, author and journalist Richard Louv famously coined the term “nature-defi cit disorder” to describe what happens when kids are disconnected from nature. Since its original publication in 2005, the book has been credited with inspiring the No Child Left Inside Act, along with international discussion about the future relationship between children and nature.richardlouv.org

The Natural Learning Initiative

This program collaborates with educators, play leaders, planners and politicians to help create stimulating places for play, learning and environmental education. Led by Robin Moore, professor of landscape architecture and an expert in the design of play, learning, and educational environments, services include design assistance, outdoor project development, research, education and more.naturalearning.org

Children & Nature Network (C&NN)

In addition to being a vast resource for the latest news and research, C&NN also hosts Nature Rocks, a family-fun nature planner. Searchable by age, time available and even zip code, great ideas for nearby nature adventures are easy to fi nd. Plus, learn how you can join a local nature club for families for fun, free, low-cost activities. Or start your own with the downloadable toolkit found at:childrenandnature.org

6 the outside scoop Landscape Structures Inc.

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Whack! I can still feel the sting from a well-launched “monkey-ball”

(actually the fruit of the hedge apple tree) as my best childhood

friend quickly ducked out of sight. Some of my fondest memories

growing up include spending countless time outdoors.

The two tracts of forested land at the end of our suburban, dead-end street in Pittsburgh were left virtually untouched when the neighborhood was fi rst built. They were duly named the “fi rst” and “second” woods, and we would spend hours in them. We built forts and had numerous battles there. We told our secrets and dreams in the sanctity of the trees, knowing they would keep our words safe unto themselves. My friends and I explored those woods most days, and learned fi rsthand about our local fl ora and fauna�—�sometimes in ways no biology professor or botanist would approve of, but we learned and had fun doing it. We played countless pickup baseball games and football games, with no adults present to coach us or add any pressure. (How refreshing when compared to today’s standards.) It was just friends against friends, outside, in the fresh air, having fun. Obesity was a word uncommon to us. Playing outside kept our bodies and minds healthy. But can the same be said of the children of today?

Although the technological age has created benefi ts to society in general, it has also changed the way many children play today. Options abound in video games, personal computers and hundreds of television channels at our fi ngertips. The unfortunate side of this age can be seen in the obesity epidemic clearly present today. Among U.S. children and adolescents ages 2 to 19, the prevalence of obesity has grown by leaps and bounds, according to National Health and Nutrition Examination Surveys. In 1971–74, the rates were 5% for 2- to 5-year-olds, 4% for 6- to 11-year-olds and 6.1% for 12- to 19-year-olds. Those numbers have grown to 12.4%, 17% and 17.6%, respectively.

It would not be accurate to blame just the technological age for the rise in obesity. Other variables such as nutritional choices and how children are raised also come into play. But few would argue against the correlation that exists between sedentary activities and the rise in obesity rates. (The Centers for Disease Control and Prevention have documented a correlation between children’s body fat and how much television they watch.)


We need to reverse the obesity trend for our children’s sake, and the solution is literally “in our backyards.” Since our [the parks and recreation] profession’s earliest inception, it has provided a multitude of parks, playgrounds, programs and other outdoor recreational venues for the public to enjoy and benefi t from. The important eff orts of our profession’s pioneers, such as Joseph Lee, Frederick Law Olmsted and John Muir, have set the stage for professionals to continue to build on their labors.

Here are a few current eff orts:

Get Outdoors It’s Yours! Launched at the National Recreation and Park Association’s 2008 Congress, its purpose is to encourage children and their families to spend time in outdoor recreation venues, environmental education and natural resource stewardship. Seven federal agencies have signed on, including the National Park Service, U.S. Forest Service, U.S. Army Corps of Engineers, and the U.S. Fish and Wildlife Service. Partnerships are being formed with nonprofi t organizations, conservation organizations, and state and local land managers.

Park Planning Perspective “I think about how park facilities serve children and nature objectives. Because parents want to see their kids, but their kids desire freedom, we have worked to provide safe sight lines throughout our neighborhood parks.” — Julie McQuary, Parks Projects Coordinator, Olympia, Washington

American Recovery and Reinvestment Act With the recent passing of this legislation, funding opportunities for park projects have been made available.

As a profession [the parks and recreation industry], the challenge is set. We are in the best position to provide the parks facilities and programs that ensure the health of our children (adults, too!). As our world grows more crowded, both geographically and technologically, it becomes a responsibility we should embrace. Time and space are limited. Recreational options are not. After all, there should always be enough hedge apples to go around . . .

Brian W. Flaherty, PPRP, is director of the Waterford (Connecticut) Recreation and Parks Commission. For more information on the initiatives listed here, contact the National Recreation and Park Association (NRPA) at www.nrpa.org. The National Society for Park Resources is at the forefront of this movement. It can also be contacted via the NRPA.©2009 by Recreation Management. Reprinted with permission. All rights reserved.

TrendS in playgRound Design

Lolly Tai, Mary Taylor Haque, Gina Kooiman McLellan and Erin Jordan Knight



the last few decades, playground design has changed a great deal, transforming from a haphazard collection of individual play events to the concept of off ering multiple activities within a single structure (also known as “continuous play”). Today, the emerging trend is to balance the benefi ts of play with the benefi ts of nature, as shown in this excerpt from the book, Designing Outdoor Environments for Children: Landscaping School Yards, Gardens and Playgrounds.

Playgrounds today are moving beyond the long-established parameter of a single large piece of equipment in a park or schoolyard to a mix of commercially manufactured equipment and natural elements of sand, water and plantings.

As the naturalistic approach to playgrounds grows, the realization that outdoor play environments are good learning environments also grows. Natural elements in play areas can

be indigenous to the site or can be added to the site. This design concept is providing a new level of excitement in the planning and design of play areas. Schoolyards are a primary focus with the addition of environments extending well beyond the playground to include nature trails, outdoor classrooms and gardens of many kinds. Public parks, neighborhoods, child care centers and even hospitals are examining and implementing naturalistic and sustainable approaches to play areas with the realization that these play areas off er a well-balanced approach to play.

Lolly Tai, PhD, RLA, FASLA, is professor and chair of the Department of Landscape Architecture and Horticulture at Temple University. Mary Taylor Haque, RLA, ASLA, is a registered landscape architect and alumni distinguished professor of horticulture at Clemson University. Gina Kooiman McLellan, PhD, has been a professor of Parks, Recreation and Tourism Management at Clemson University for 25 years. Erin Jordan Knight is director of Natural Resource Protection at Upstate Forever, a South Carolina organization that promotes sensible growth and protects special places.©2009 by The McGraw Hill Companies, Inc. Reprinted with permission. All rights reserved.

oVer

10 the outside scoop

Making Forest Friends and FossilsPeter “Gunnar” Gunnarson, an artist and designer with Landscape Structures, has the unique job of making the “natural” come to life for the nature-inspired line of play equipment and a variety of custom playstructures.


playlsi.com

Q What was your inspiration for the Tree House?

A My team and I started thinking about how we went about building forts when we were kids. After fi nding an old tree to build it in, we’d say, “What’s your dad got for supplies?”, and we’d all go home to gather scrap boards. None of them would match, different colors, different lengths. We wanted to re-create that sense of randomness in our Tree House.

Q How do you achieve the look and feel of actual tree bark?

A First, we head into the woods to fi nd what makes each piece of bark unique — insect trails, knotholes, woodpecker holes — noting what it’s like when bark’s been peeled away or how the broken ends of a branch look. Then, we apply these discoveries to Glass Fiber Reinforced Concrete (GFRC) to make unique trees, stumps and logs.

Q What goes into creating the Tree House critters?

A Initially, I sculpt clay mockups to work out all the details. It’s important to achieve realism — but we also have to take into account things like safety standards, age-appropriateness and how to deter vandalism. I’m pretty proud of the eagle’s nest we put on top of a custom tree house — I’ve heard turkey buzzards have been seen circling it, presumably looking for some hatchlings for dinner.

Q What about the fossils on The Pinnacle™, The Pointe™, The Peak™ and The Stepper™ climbers?

A These climbers feature some of the more commonly found fossils. But for custom projects, we’ll research and cast fossils specifi c to the region, often working directly with landscape architects and naturalists who help guide us in the right direction.

Q What do you like most about your job?

A The challenge. To be confronted with something I’ve never done before and begin to connect the dots. I love the surprise of where we end up sometimes. The fact that I enjoy my job and look forward to it every day makes it pretty easy to get up in the morning.


by Louise Chawla


Access to nature contributes to the health and well-being of young people, and helps to form a foundation for the development of responsible environmental behavior. The following studies identify some of the benefi ts that children can gain from connections with nature.


Concentration and School AchievementA study following seventeen 7- to 12-year-olds as they moved from run-down urban housing into better homes in better neighborhoods found that the amount of improvement in natural views and more natural yards best predicted which children would show the highest levels of concentration after the move.1 In a Swedish study comparing preschool children using a traditional playground with others whose play area contained a fi eld and orchard, the children with the fi eld and orchard showed signifi cantly greater powers of concentration at the end of the year.2 High school students with more natural features like trees outside classroom and cafeteria windows showed higher standardized test scores, graduation rates and intention to attend college, after controlling for socioeconomic status and other factors.3

Emotional Coping and Stress ReductionA study with Finnish adolescents found that they often went to natural areas after upsetting events.4 They said they could relax there, clear their minds, gain perspective on things and sort out whatever troubled them. Natural areas appear to function this way for younger children as well. A study of 337 rural 8- to 11-year-olds revealed that even when there was a relative abundance of natural surroundings in their lives, more exposure to nature was still better.5 The study found that regardless of a family’s socioeconomic status, the greener the home surroundings, the more resilient children appeared to be against stress and adversity. The protective eff ect of nature was strongest for the most vulnerable children who experienced the highest levels of stressful life events.


A Foundation for StewardshipWhen people who demonstrate a commitment to protect the natural world refl ect on the sources of their actions, they most frequently mention positive experiences of nature in childhood and parents or other role models who show nature’s value.6 By itself, childhood play in nature is associated with recycling, buying green products, voting green and the choice of natural areas for recreation in adulthood.7 The results of a Swiss study suggest that outdoor investigations of nature (rather than indoor study) are the most eff ective and most popular approach to increase children’s knowledge of biodiversity, especially in easily accessible settings such as school grounds and the local neighborhood.8

Reduced Symptoms of ADD and ADHDChildren diagnosed with attention defi cit disorder (ADD) or attention defi cit hyperactivity disorder (ADHD) function better with nature. Children exhibited fewer ADD symptoms after they walked through a park9 or played outdoors in green settings, and the greener their surroundings, the fewer symptoms they showed.10 According to a web-based survey of 525 parents of children with ADHD, their children’s symptoms were relieved by leisure activities (other than TV viewing), but especially by leisure in green outdoor settings.11

Louise Chawla is a professor in the College of Architecture and Planning at the University of Colorado, where she serves as a member of the executive committee of the Children, Youth and Environments Center for Research and Design.

1. Wells, N. (2000) “At Home with Nature: Eff ects of ‘greenness’ on children’s cognitive functioning.” Environment and Behavior 32 (6): 775-795.

2. Grahn, P., Martensson, F., Lindblad, B., Nilsson, P., & Ekman, A. (1997) “Ute pa dagis.” Stad and Land 145, Hassleholm, Sweden: Nora Skane Off set.

3. Matsuoka, R. (2008). High school landscapes and student performance. Doctoral dissertation, University of Michigan.

4. Korpela, K. (1992) “Adolescents’ favorite places and environmental self-regulation.” Journal of Environmental Psychology 12: 249-258.

5. Wells, N. & Evans, G. (2003) “Nearby nature: A buff er of life stress among rural children.” Environment and Behavior 35 (3): 311-330.

6. Chawla, L. (1999) “Life paths into eff ective environmental action.” Journal of Environmental Education 31 (1): 15-26.

7. Wells, N., and Lekles, K. (2006) “Nature and the life course.” Children, Youth and Environments 16 (1). (www.colorado.edu/journals/cye)

8. Lindemann-Mathies, P. (2006) “Investigating nature on the way to school: Responses to an educational programme by teachers and their pupils.” International Journal of Science Education, 28 (8): 895-918.

9. Faber Taylor, A., Kuo, F. (2009) “Children with attention defi cits concentrate better after walk in the park.” Journal of Attention Disorders 12 (4).

10. Faber Taylor, A., Kuo, F. & Sullivan, W. (2001) “Coping with ADD: The surprising connection to green play settings.” Environment and Behavior 33 (1): 54-77.

11. Kuo, F. & Faber Taylor, A. (2004) “A potential natural treatment for Attention-Defi cit/Hyperactivity Disorder: Evidence from a national study.” American Journal of Public Health, 94 (9): 1580-1586.


Adding just a few natural elements to the mix can make a big impact. The more attractive and comfortable a playground is for children and families, the more time they’ll spend there. Every site is different. But the following tips can help you turn an average playground into a natural gathering spot.

Consider the natural environment.

Instead of leveling and clearing the site completely, incorporate the natural slope and other natural elements into your plans. Let existing trees determine where shaded seating should occur. The natural landscape can be extremely helpful when designing an attractive and functional play environment.

Position the play area near natural elements.

According to research, children often view natural surroundings as part of the playground itself, incorporating them into their play area.1 Consider placing playstructures near a grove

• Use raised planters so kids in wheelchairs can easily interact with the natural elements

• Plant new trees near the playground to off er shade, and ensure they’re large enough to deter vandalism

• Let local garden clubs or interested schools help with maintenance

Bring it all together with helpful signage that details local plant and wildlife, provides the unique history of the park, or sends kids on a nature-themed treasure hunt (“Can you identify three diff erent leaves, three fl owers, and three birds?”). These activities can be just as fun and educational for adults as they are for kids!

of trees. Or create winding pathways that connect play events with natural elements. This doubles the play area along with the fun. Kids will naturally increase their activity levels as they explore their expanded environment, stretching their imaginations along the way.

Be deliberate.Every installation should serve a specifi c purpose.• Plant native plant materials

that will attract butterfl ies or specifi c birds

• Add a sand or gravel pit for digging, or rocks and boulders for climbing

1. Jansson, M. (2008). Children’s perspectives on public playgrounds in two Swedish communities. Children, Youth and Environments, 18 (2), 88-109.

By Steve King FASLA, Landscape Architect, Chairman, Landscape Structures


child’s play

“I like four-square. I like the

feeling of the rubber ball. It feels really well

to push off against

the ball.”— Enrique, age 9

What do you like best about playing outside?

“ My favorite playground has lots of slides, a glider, ladders and stepping stones.”

— Owen , age 7

“ Get some fresh air. Hear the birds. My friends laughing when they’re playing at recess. Go outside and talk to my friends.”

— Cassidy , age 8

“I like going down the slide.”— Reniya, age 7

Featured in this Issue

Cover: Custom tree house and mushroom seats

Inside front cover: Tree House

Page 2: AdventureScapes®

Page 8–9: AdventureScapes; details of Tree House and custom mushroom seats

Page 10–11: Tree House; details of Tree House and custom play components

Contact your local playground consultant today to learn more at 888.4FUNLSI. Or visit playlsi.com.

Landscape Structures is

a leader in the creation of

nature-inspired designs

that blend the adventure

and wonder of nature with

the latest in playground

innovation — encouraging

more kids to play outdoors.

©2010 Landscape Structures Inc. Printed in the U.S.A. 755-2216

Natural Play Guide

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