The playground service is used by more than just the official Go project(Go by Example is one other instance)and we are happy for you to use it on your own site.All we ask is that youcontact us first (note this is a public mailing list),that you use a unique user agent in your requests (so we can identify you),and that your service is of benefit to the Go community.

A playground, playpark, or play area is a place designed to provide an environment for children that facilitates play, typically outdoors. While a playground is usually designed for children, some are designed for other age groups, or people with disabilities. A playground might exclude children below (or above) a certain age.


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Modern playgrounds often have recreational equipment such as the seesaw, merry-go-round, swingset, slide, jungle gym, chin-up bars, sandbox, spring rider, trapeze rings, playhouses, and mazes, many of which help children develop physical coordination, strength, and flexibility, as well as providing recreation and enjoyment and supporting social and emotional development. Common in modern playgrounds are play structures that link many different pieces of equipment.

Public playground equipment installed in the play areas of parks, schools, childcare facilities, institutions, multiple family dwellings, restaurants, resorts, and recreational developments, and other areas of public use.

In the 19th century, developmental psychologists such as Friedrich Frbel proposed playgrounds as a developmental aid, or to imbue children with a sense of fair play and good manners. In Germany, a few playgrounds were erected in connection to schools.[4] Thomas Carlyle called for the establishment of public playgrounds within industrial cities such as Manchester, England, in Past and Present (1843), saying that "every toiling Manchester" ought to have "a hundred acres or so of free greenfield, with trees on it, conquered, for its little children to disport in".[5][6] Manchester became the site of the first purpose-built public-access playground, which opened in a park in 1859.[7]

However, it was only in the early 20th century, as the street lost its role as the default public space and became planned for use by motor cars, that momentum built to remove children from the new dangers and confine them to segregated areas to play. In the United States, organisations such as the National Highway Protective Society highlighted the numbers killed by automobiles, and urged the creation of playgrounds, aiming to free streets for vehicles rather than children's play.[8][9] The Outdoor Recreation League provided funds to erect playgrounds on parkland, especially following the 1901 publication of a report on numbers of children being run down by cars in New York City.[10]

In tandem with the new concern about the danger of roads, educational theories of play, including by Herbert Spencer and John Dewey inspired the emergence of the reformist playground movement, which argued that playgrounds had educational value, improved attention in class, enhanced physical health, and reduced truancy.[11] Interventionist programs such as by the child savers sought to move children into controlled areas to limit 'delinquency'.[2] Meanwhile, at schools and settlement houses for poorer children with limited access to education, health services and daycare, playgrounds were included to support these institutions' goal of keeping children safe and out of trouble.[10]

One of the first playgrounds in the United States was built in San Francisco's Golden Gate Park in 1887.[12] In 1906 the Playground Association of America was founded and a year later Luther Gulick became president.[13] It later became the National Recreation Association and then the National Recreation and Park Association.[14] Urging the need for playgrounds, former President Theodore Roosevelt stated in 1907:

Playgrounds were an integral part of urban culture in the USSR. In the 1970s and 1980s, there were playgrounds in almost every park in many Soviet cities. Playground apparatus was reasonably standard all over the country; most of them consisted of metallic bars with relatively few wooden parts, and were manufactured in state-owned factories. Some of the most common constructions were the carousel, sphere, seesaw, rocket, bridge, etc.

Exciting, engaging and challenging playground equipment is important to keep children happy while still developing their learning abilities. These should be developed in order to suit different groups of children for different stages of learning, such as specialist playground equipment for nursery & pre-school children teaching them basic numeracy & vocabulary, to building a child's creativity and imagination with role play panels or puzzles.

Commentators argue that the quality of a child's exercise experience can affect their self-esteem. Ajzen TPB (1991) promotes the notion that children's self-esteem is enhanced through the encouragement of physical mastery and self-development. It can be seen that playgrounds provide an ideal opportunity for children to master physical skills, such as learning to swing, balance and climb. Personal development may be gained through the enhancement of skills, such as playing, communicating and cooperating with other children and adults in the playground.

It can also be seen that public and private playgrounds act as a preventative health measure amongst young people because they promote physical activity at a stage in children's lives when they are active and not yet at risk from opting out of physical activity.[citation needed]

Children have devised many playground games and pastimes. But because playgrounds are usually subject to adult supervision and oversight, young children's street culture often struggles to fully thrive there. Research by Robin Moore[19] concluded shown that playgrounds need to be balanced with marginal areas that (to adults) appear to be derelict or wasteground but to children they are areas that they can claim for themselves, ideally a wooded area or field.

For many children, it is their favorite time of day when they get to be on the playground for free time or recess. It acts as a release for them from the pressures of learning during the day. They know that time on the playground is their own time.[citation needed]

A type of playground called a playscape can provide children with the necessary feeling of ownership that Moore describes above. Playscapes can also provide parents with the assurance of their child's safety and wellbeing, which may not be prevalent in an open field or wooded area.

In the UK, several organisations exist that help provide funding for schools and local authorities to construct playgrounds. These include the Biffa Award, which provides funding under the Small Grants Scheme; Funding Central, which offers support for voluntary organisations and social enterprises; and the Community Construction Fund, a flagship programme by Norfolk County Council.[20]

Safety, in the context of playgrounds, is generally understood as the prevention of injuries. Risk aversion and fear of lawsuits on the part of the adults who design playgrounds prioritizes injury prevention above other factors, such as cost or developmental benefit to the users.[21] It is important that children gradually develop the skill of risk assessment, and a completely safe environment does not allow that.

Sometimes the safety of playgrounds is disputed in school or among regulators. Over at least the last twenty years, the kinds of equipment to be found in playgrounds has changed, often towards safer equipment built with plastic. For example, an older jungle gym might be constructed entirely from steel bars, while newer ones tend to have a minimal steel framework while providing a web of nylon ropes for children to climb on. Playgrounds with equipment that children may fall off often use rubber mulch on the ground to help cushion the impact.[22]

Playgrounds are also made differently for different age groups. Often schools have a playground that is taller and more advanced for older schoolchildren and a lower playground with less risk of falling for younger children.

Safety discussions do not normally include an evaluation of the unintended consequences of injury prevention, such as older children who do not exercise at the playground because the playground is too boring.[23]

Safety efforts sometimes paradoxically increase the likelihood and severity of injuries because of how people choose to use playground equipment. For example, older children may choose to climb on the outside of a "safe" but boring play structure, rather than using it the way the designers intended. Similarly, rather than letting young children play on playground slides by themselves, some injury-averse parents seat the children on the adult's lap and go down the slide together.[24] This seems safer at first glance, but if the child's shoe catches on the edge of the slide, this arrangement frequently results in the child's leg being broken.[24] If the child had been permitted to use the slide independently, then this injury would not happen, because when the shoe caught, the child would have stopped sliding rather than being propelled down the slide by the adult's weight.[24]

Also concerning the safety of playgrounds is the material in which they are built. Wooden playgrounds act as a more natural environment for the children to play but can cause even more minor injuries. Slivers are the main concern when building with wood material. Wet weather is also a threat to children playing on wooden structures. Most woods are treated and do not wear terribly fast, but with enough rain, wooden playgrounds can become slippery and dangerous for children to be on.

In Australia, Standards Australia is responsible for the publication of the playground safety Standards AS/NS4422, AS/NZS4486.1 and AS4685 Parts 1 to 6. The University of Technology Sydney is responsible for the training and accreditation of playground inspectors.[26] The Register of Playground Inspectors Australia lists all the individuals who have been certified to inspector playgrounds within Australia.[27] 6190a8d2fd

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