Course:KIN355/2020 Projects/Slides
Defining the Concept and Its Importance
Slides are a common apparatus featured on most playgrounds (Cohen et al., 2020). They are smooth sloped structures, often made of plastic or metal, on which children can play and slide down with stairs, a ladder or other climbing construct leading to the top of the slide (Cambridge Dictionary, n.d.; The Outdoor Playbook, n.d.). Slides can come in many shapes, including straight, wavy, spiral, tubular or parallel and can also be freestanding or composite varying in their degree of slope, height and width (Hart, 2020).
Slides are the most commonly used piece of equipment on playgrounds, which aligns with research findings that kids prefer equipment that allows them to experience height and speed (Adams et al., 2018; Brussoni et al., 2012). It has also been shown that playground structures, including slides, encourage more children to engage in vigorous physical activity compared to open spaces (Dyment et al., 2009). Furthermore, the presence of slides on a playground is strongly associated with moderate-to-vigorous physical activity in children and therefore plays a key role in childhood movement experiences (Cohen et al., 2020). Although slides are appropriate for individuals of almost all ages, children in early and middle childhood reap the greatest benefit from their use, as it allows them to practice movements that are crucial for the development of fundamental motor skills (Fain & Burkhart, 1975; Adams et al., 2018).
Different steps of the sliding process require various movements and skills. For example, getting to the top of the slide develops body coordination, no matter the climbing instrument used (Hart, 2020). Once the child has reached the top and has sat down at the peak of the slide they must use their arm and core strength to push off and start their descent (Hart, 2020). During the descent spatial awareness and balance are crucial to prevent falls, while landing requires the child to develop precise coordination and depth perception to know exactly when to put their feet down on the ground to stop their momentum (Hart, 2020). The above steps of using a slide also engage major muscle groups, which supports musculoskeletal development (Cohen et al., 2020).
Furthermore, it is important for early childhood educators, teachers, and grassroots coaches to understand the importance of playground structures like slides. Educators must be aware that motor development is an ongoing process requiring constant attention so it should be treated as a priority in the development of physical and educational programs for children (Fain & Burkhart, 1975). Parents may be too busy to take their children to the playground or there may not be a playground near their house (Hughey et al., 2017). Since educators have control over most kids’ day-to-day activities, they can greatly influence their activity levels and movement opportunities. Using structures like slides may lead children to associate physical activity with enjoyment and ultimately increasing their likelihood of being physically active in the future (Hirvensalo & Lintunen, 2011). Observing children on the playground may also enable educators to identify issues in a child’s motor behaviour, allowing for early intervention to remediate the problems (Fain & Burkhart, 1975). Furthermore, apparatus like slides can help children learn about scientific concepts like friction and gravity (Bredin, 2020). Therefore, by scheduling more active play and playground time into their days, educators can promote incidental learning and physical development.
Role in Childhood Development and Contemporary Considerations
Playground structures like slides play a role in healthy physical, social and cognitive development of children, while allowing children to develop motor skills and engage in active play (Bredin, 2020; Adams et al., 2018). Not only does climbing up slides constitute a physical challenge, but it also exercises major muscle groups to build strength and support musculoskeletal development (Hart, 2020; Cohen et al., 2020). Benefits of slides are also observed in spatial awareness with children becoming more aware of their self-space as they travel through levels down the slide, as well as in effort awareness; for example when deciding how much force to use when pushing off (Bredin, 2020). Finally, sliding develops balance and the vestibular system, since children must be aware of their centre and line of gravity to prevent falls (Hart, 2020). The method of going down the slide can be modified to provide valuable movement experiences for children at different developmental stages. An infant or younger child may slide on their parent’s lap, whereas older children may slide sitting, laying down, feet first or head first on their stomach (Jennissen et al., 2018).
Slides and other playground structures also aid with social development (Hart, 2020). Most slides are designed for one individual at a time allowing for solitary play, but other slide designs, like parallel slides allow for parallel play (Hart, 2020). However, children can develop social skills even on single-person slides. Having a limited number of slides available encourages sharing and turn-taking (Hart, 2020). As a result of waiting for their turn, kids develop their patience and emotion regulation (Hart, 2020). Furthermore, interactions that occur on playgrounds create opportunities for problem solving, informal instruction and encouragement of others (Barbour, 1999).
Finally, slides contribute to the development of the cognitive domain. Active play is essential for brain development and slides expose children to incidental learning of rules that govern the world around them, such as gravity, inertia, friction, and electrostatic forces (Cohen et al., 2020; Pendrill & Williams, 2005). For example, children will recognize that gravity is the force pulling them down the slide, Inertia is what makes the child accelerate at the start of their descent and friction is the force that causes their deceleration (Bredin, 2020; Pendrill et al., 2014). Furthermore, the initial push that children must give themselves at the top of the slide to begin their descent is required to overcome static friction (Pendrill et al., 2014). Friction also creates electrostatic force, especially on plastic slides, which is observable through a child’s hair “standing up”, or felt through electric shocks received after using a slide (Pendrill & Williams, 2005).
Despite knowing the importance of physical activity and active play, many children do not engage in it regularly (Cohen et al., 2020). Contemporary issues around slides include risk of injury, lack of developmentally appropriate equipment, and the growing inactivity of children. Early childhood educators, teachers and grassroots coaches should consider theses issues when planning their programs.
Playground injuries are common, usually minor in nature and are often the result of risk-taking behaviours, which create learning experiences for children (Bredin, 2020). Falls account for approximately 75% of all playground injuries, with falls from climbing apparatus and slides being most common (Bredin, 2020). Young children are most at risk for slide injuries for many reasons (Jennissen et al., 2018). First, research has also shown that sliding on a parent’s lap increases the odds of injury compared to sliding alone (Jennissen et al., 2018). Second, young children have more immature motor skills, and may lack the balance or climbing skills needed to use a slide alone (Bredin, 2020). Finally, their increased risk of injury may be due to a lack of developmentally appropriate structures for them to use (Bredin, 2020). The impact of slide injuries is that playground structures may be considered less safe, leading to more adult supervision and less risk-taking behaviours from children. The implementation of safety codes and regulations on slide heights aim to prevent injuries (Cohen et al., 2020), but educators should still ensure that children are using slides of appropriate height for their age.
However, a more widespread issue that educators should be aware of is the growing decline in children’s physical activity and outdoor play (Cohen et al., 2020). Increased technology use and prioritization of academic skills at an early age has decreased the amount of active play in which children engage (Adams et al., 2018), causing a growing incidence rate of child obesity, as well as an underdevelopment of fundamental motor skills (Frost et al., 2004). Research has shown that the presence of slides on playgrounds is strongly associated with moderate-to-vigorous physical activity, so playgrounds should maximize opportunities for active play and motor skill development (Adams et al., 2018). Since slides are considered fun and simultaneously allow kids to be active, children may come to equate physical activity with enjoyment, making them more likely to engage in physical activity later in life (Hirvensalo & Lintunen, 2011).
Practical Applications
Chalk & Walk
The Chalk & Walk game can be played indoors or outdoors and requires open space, chalk or cones and beanbags with varying weights. With chalk, or cones if inside, the instructor will draw out a maximum of 8 squares that are slightly apart from each other with guided arrows in between them. These can be drawn out in different directions and paths for the sake of creating increasingly dynamic experiences/challenges. A beanbag will be placed on the centre of the child's head and two slightly heavier beanbags will be given for the child to hold in front of them at shoulder height, one in each hand. The goal is for the child to step into each square without letting the beanbag fall off of their head and to not drop the ones held in their hand. In order to offer progression in this game, the instructor can have the child hold only one beanbag in one hand to work on unilateral core stability and/or add another beanbag onto the head. As the child becomes more advanced, there is also the option to have them perform this game backwards. Modifications for this game include just having the beanbag on the head and eliminating the holds, which focuses more on spatial awareness rather than core stability. Another modification would be just to have the child hold the beanbags in front, while eliminating the task of balancing the beanbag on the head while moving their lower limbs. The purpose of this game is to develop the skills of proprioception, spatial awareness and core stability in hopes to prepare children to go on a slide. Even though slides can be appropriate for those within 18-42 months old, research has shown that these previously mentioned systems and capabilities tend to really develop within the ages of 4-13 (Bredin, 2020d; Chu, 2016). Therefore, this game is appropriate for the ages of 4-13 so that these skills can be worked on. Using a slide can be considered risky play, as it allows children to test boundaries by climbing and experiencing heights and speed (Bredin, 2020b). It is usually those who are within the ages 5-9 that experience playground injuries due to undeveloped skills (Bredin, 2020b).
Going on a slide requires many capabilities that require things such as a developed proprioceptive system, understanding of spatial awareness and core stability (Hart, 2020). Info about where the limbs are in space, velocity and forces are all assessed by the proprioceptive system, which works with visual system to adjust to various situations (Bredin, 2020c). As children become more efficient, this all becomes increasingly subconscious (Chu, 2016). Having spatial awareness entails knowing where ones body is relative to its own parts, as well as to the surrounding environment and how to move accordingly (Bredin, 2020a). General-space is a division of spatial awareness and is the space or limited space that the child has to move in (Bredin, 2020a). Since a slide provides a boundary of space, the Chalk & Walk helps develop this by having restricted squares to step in and an arm position to maintain. Other aspects of spatial awareness that are importantly relevant are pathways and levels. Since some slides are different shapes rather than a straight line, it is significant for children to understand that the body can move in different planes other than forward/backwards and sideways (Bredin, 2020a) . In this game, there are multiple different pathways/shapes of squares that can be drawn to cause practice of limb control during dynamic movements. While doing so, the aspect of levels is being developed due to the child having to understand that the lower limbs must raise into the square and maintain the arms at shoulder height (Bredin, 2020a). Having level awareness on a slide is vital because they need to be ready to adjust their hands in limited space and prepare to land knowing that the legs will come off first. This is crucial for balance to avoid falling at the end of the slide, as well as for the climbing aspect at the beginning by having the arms overhead to pull (Hart, 2020). Effort awareness is required on a slide and involves being able to adjust speed, force and flow (Bredin, 2020a). The child must know how much to push off at the top of the slide and how this relates to increased speed and decreased flow/control of the limbs (Bredin, 2020a). If the legs go in the air during the descent after push-off there is compromised stability and velocity will increase, whereas if the feet stay in contact with the slide there will be decreased speed due to friction (Bredin, 2020b). In this game flow of the limbs is key and must be in sync with force and speed adjustment in order to keep the beanbags as they are. When the legs raise into the air there is similarly compromised stability and if they push off too hard or fast the balance will be lost.
Having the children hold beanbags in front of them in a straight-arm position maintains its purpose to develop core and shoulder stability, which is needed to go onto a slide (Hart, 2020). As mentioned earlier, it takes core and arm strength to also climb up to the slide and then for the push-off aspect of the descent and exit (Hart, 2020). When arms are straight and distal from the body this creates an enhanced need for core strength due to the fact that the load is away from the center of gravity and the frontal deltoids are keeping it in a static position (Bredin, 2020a).The aspects of effort awareness and core stability that are developed through this game also relates to how children must have a developed vestibular system to go on a slide (Bredin, 2020b). Awareness of centre of gravity when resisting against gravity is vital for postural balance, particularly the torso, when going down and off the slide (Bredin, 2020b). When they are going through the squares the nervous system must communicate with their body in terms of where it is in space provided and how to retain equilibrium by staying upright.
Landslide
Landslide is a fun and team-building game that is played on a smooth surface (gymnasium or flat paved cement) requiring two balance beams, with the height being age-dependent, as well as two mats and thirty bean bags. It has been reported that for pre-school and school-age children the bottom of a slide should be between 7-15 inches off of the ground, therefore the height of the balance beams should be between there with the option of height progression and regression (US Consumer Product Safety Commission, 2015). The floor is shark-infested water and they must reach the land in order to get all of the treasures! The children are broken into two groups of 4-6 and each child within their group waits their turn. A balance beam (“the plank”) will be set up for the children to step on and walk across to then see a mat waiting at the end of it (“the boat”). Once the child reaches the end they must step down onto the mat into a kneeling position and push away from the ground with the hands in order to slide to the box of 15 beanbags (“the treasure chest”) at the end. The child will then take one beanbag and come back with it, as well as the mat to place it back at the end of the balance beam for the next child to go. If you fall off of the plank you must restart from the beginning and whatever team acquires all of the treasures first wins! The goal of this game is to develop the capabilities of depth perception, understanding gravity, postural balance and coordination, and musculoskeletal/core stability that are required for going on a slide. This game is developmentally appropriate for the ages of 3-7.
Developing postural control, coordination and depth perception skills are important aspects to ensure a safe experience for children going down a slide (Hart, 2020; Cohen et al., 2020). Having the child go onto a balance beam is significantly beneficial due to the fact that it puts many skills into practice, with one being limb balance and coordination (Keeley, 2019). As previously mentioned, having this postural balance and control is important on a slide in order to keep the torso upright to avoid leaning laterally and possibly falling off (Bredin, 2020b). This was also related to core stability and awareness of centre of gravity, which is very much correlated with the acquisition of developmental balance (Bredin, 2020b). When on a balance beam the children actively learn about the balance of forces in relation to gravity and how extending the arms out equally spreads the mass away from the pivot point (Keeley, 2019). If more weight is put onto one side then gravity will pull them down and increase the likelihood of falling off (Keeley, 2019). Since the narrow surface causes a decrease in base of support, the awareness of centre of gravity and the need for core engagement is pivotal for staying on (Bredin, 2020a). Understanding and acquiring all of the skills listed above are also relevant to being able to get off of the slide at the end and landing with stability and coordination from an elevated surface. This leads into the next capability, depth perception, which is also improved through the balance beam aspect of the game. Depth perception is the ability for both eyes to simultaneously analyze the distance between things in the environment and turn it into a 3D image (Larson, 2020). When getting off of the slide the child must drop from a distance in order to land on their feet, which requires accurate judgement for a decreased risk of falling due to undeveloped skills (Bredin, 2020b). When at the end of the balance beam they must put this visual perception into practice by stepping onto the mat, while also having the aforementioned capability of identifying levels through spatial awareness (Bredin, 2020a). Research has shown that by the age of 4 children become more competent in analyzing sizes and that understanding elevation is also a supportive cue in this development (Jahoda & McGurk, 1974). If the height of the balance beam is too challenging for the child, it is important to have varying levels of balance beams within the previously stated range in order to offer a decrease in height. For those who may struggle with balance and coordination two dowels can be can be given to push into the ground and held onto while going on the beam or two team-mates can offer a helping hand. This way the aspect of depth perception is still being implemented with the skills of coordination and balance being modified.
As stated, adequate musculoskeletal and core stability is necessary when it comes to going on a slide due to the components of climbing, maintaining postural control and push-off during descent and exit (Cohen et al., 2020). In Landslide each player is required to "move their boat" by pushing off of the ground towards the treasure chest. This movement involves the use of core and large muscle groups in order to create the necessary force to create speed. Simultaneously, the children are learning about Newton's law of inertia, which indicates that an object will retain it's stationary position until a force strong enough acts upon it (Bredin, 2020b). The moving of the motionless mat that is on the ground relates to the slide because you need inertia to overcome static friction prior to descent (Pendrill & Williams, 2005). Although building muscle and core strength can positively contribute to the push-off aspect of the slide, it most importantly contributes to climbing. Climbing from an apparatus is said to the be the type of fall that is most frequently seen in children due to undeveloped coordination, strength and movement patterns (Bredin, 2020b). It requires strength, specifically in the movement pattern of pulling, which is exactly what is being put into practice when they are on the mat working against friction. If working against friction is too much in terms of strength and core there is the modification of sitting on the floor with your knees bent and feet flat. The child would then push off the floor with both hands and feet while forward shifting the gluteals in order to "scoot" forwards, as this still works on building musculoskeletal strength and core stability.
Summary
Slides are smooth sloped structures on which children can play and slide down with stairs. Its importance is to encourage more children in early and middle childhood to engage in moderate-to-vigorous physical activity for the development of fundamental motor skills. Slides build strength and support musculoskeletal development, and also develops balance and the vestibular system, spatial awareness, social development and development of the cognitive domain. Contemporary issues around slides include risk of injury, lack of developmentally appropriate equipment, and the growing inactivity of children. Practical games include “Chalk & Walk” and “Landslide”.
References
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