Course:KIN355/2020 Projects/Swings
Defining the Concept and Its Importance
Swings are a playground staple that have existed for decades, incorporated, adapted, and reinvented time and time again. Swings being popular, are potentially the first playground experiences for children (Pendrill & Williams, 2005). While familiar to most, “playground swings commonly consist of a seat, held in a suspended condition by a pair of suspension cables, ropes, or chains which are fastened overhead” (Pendrill & Williams, 2005) . Seats are constantly being revamped in terms of materials such as wood, metal, flexible plastic, tires and ropes, however, the concept of the swing has stayed consistent. The swing is an example of a pendulum in which children actively or passively swing back and forth in a pleasurable motion (Pendrill & Williams, 2005). This motion of the pendulum teaches children about the law of gravity as well as the different concepts about the laws of forces (Bredin, 2020).
Swings and playground experiences provide significant affordances for human development. Specifically, swings are considered task constraints that overall adhere to the learning and development of the four domains of human development (Bredin, 2020). The four human domains are as follows: cognitive, physical, motor, and affective (Bredin, 2020).
Swings contribute to cognitive development through incidental learning of mechanical principles (inertia, motion, and gravity) and fundamental motor development through leg pumping. Incidental learning can be defined as unintended education that occurs as a by-product of play, tasks, or activities (Bredin, 2020). Inertia is introduced to children through the act of swinging and development of cognitive and motor function (Pendrill & Williams, 2005). Swing movement requires generated forces and application of those forces upon the swing (Bredin, 2020). By swinging, children learn how to generate force themselves by “pumping their legs”. Gravity causes an earthward pull unless acted upon by a newly created energy (leg pumping) and the swing will eventual slow down and stop (Bredin, 2020). This concept leads children to learn that pupping the legs are necessary to start the swing in motion. Although, children may learn that pumping the legs are not required every time they move forward and back because gravity will always be acting on them. However, to keep the swing in a continuous motion, leg pumps are required. Similarly, motor development allows for the better understanding of basic movement concepts; relationship, effort and spatial awareness. The relationship of basic movement is defined as how the body moves while on a swing. Effort is defined as the force needed to achieve a swinging motion and space awareness is where and how the body in space while on the swing (Bredin, 2020). By swinging on a swing, children are able to master space awareness by understanding which direction they are going, the different levels their body is at (example: being high off the ground while swinging). Lastly, children will understand the concept of far body extensions because the legs will be extending upward and outward to pump on the swing (Bredin, 2020).
Additionally, physical development of the vestibular system occurs through the swinging motion, strengthening the body’s balance sense organs and muscle control. Essentially, swings are a great way to developmentally challenge a child by introducing light sensory stimulation. For example, some of the senses that will be utilized while a child is on a swing are the vestibular, auditory, visual, tactile and proprioceptive system (Bredin, 2020). Finally, affective development occurs through the social and emotional experience swings and playgrounds generate (Bredin, 2020). Swings as a play option allow children the opportunity to continually challenge themselves, which enhances incidental learning as well as engage in outdoor, natural, and risky play (Barbour, 1999).
Role in Childhood Development and Contemporary Considerations
Physical activity and play are vital for children to emphasize, promote and create healthy lifestyle choices while preventing the increasing rates of childhood obesity and facilitating motor development (Norton et al., 2004). Having ability to access swings provides countless benefits to healthy development and movement proficiency in children. Most significantly, the vestibular system is a key element in the development of the central nervous system (Bredin, 2020). This is essential for muscle tone, system arousal and inhibitory responses. These are necessary for multiple movement skills such as gross, fine, locomotor, non-locomotor and manipulative skills which enhance the development of the child (Bredin, 2020). Swinging, along with other activities typically found on playgrounds help facilitate these developmental milestone and afford children to refine skills to the point of proficiency (Bredin, 2020).
The introduction of inertia, gravity and force creation while on a swing highlights the importance of specific components of mechanical principles needed for individual development (Bredin, 2020). The basic mechanics of force creation, direction and absorption have various principles that are applied when refining fundamental motor skills (Bredin, 2020). For example, the act of pumping one’s legs on a swing demonstrates mass alteration as well as the capacity to follow through. It is these actions that aid in starting a swinging motion. By learning and practicing these various principles, children become more aware of how their body can move in space and how to manipulate certain objects. By altering one’s mass and understanding force creation, children may be more adept at manipulative motor skills. These are identified as the foundational principles that will become more familiar to children once they are exposed to swings on a regular basis. Thus, the development and continuing practice of these and other principles on the swing can lead to the application and eventual proficiency of fundamental motor skills.
Despite the benefits of swings towards development of childhood movement experiences, contemporary thinking and issues related to injury regarding swings and playgrounds can also be seen as a threat to development. The on-going safety conversations highlight several risks associated with swings such as height and speed. This draws attention to the frequency and severity of accidents that occur (Wardle, 1997). Although uncommon, major accidents have occurred while on swings; reports of serious injuries such as subgaleal hemorrhages (Norton et al., 2004). Similar issues have resulted in modifications to equipment and playground design (Wardle, 1997). Attempts have been made to improve the safety of swings such as implementing the use of absorbing material to reduce the shock of impact on the ground. Despite numerous modifications, swings still pose dangers to children (Norton et al., 2004). However, risky play is encouraged because it creates a feeling of fear that children learn how to overcome over time. Risky play affords children the opportunity to grown and learn how to face their fears (Bredin, 2020).
It is important to consider children’s physical competence when designing playgrounds. Playgrounds provide vital experience to aid cognitive and motor development. Therefore, it is imperative to include apparatuses and materials to promote learning and development through challenges acceptable to all physical competency levels (Barbour, 1999). Playgrounds should provide children with appropriate challenges for all stages of development and provide an aspect of inclusivity for all ages. As swings are task constraints and aid in childhood development, the same principles need to be applied in that the varying levels of physical competence needs to be considered when implementing swings into playgrounds (Barbour, 1999). Consequentially, majority of children with mobility issues and certain disabilities are excluded from playground experiences unless playgrounds are specifically adapted to include their mobility assistance devices (Perry, M. A., et al., 2018). As play is critical for development, parks need to be made accessible for all, including those with disabilities (Perry, et al., 2018). For instance, few parks and very few swings exist that would accommodate a wheelchair (Perry, et al., 2018). This is a pressing issue that needs to be addressed and fortunately organizations and governments are designing playgrounds that are called “inclusive playgrounds" (Siu, Wong, & Lam, 2017). These play areas have the purpose of including everyone, especially since every child has the right to play (Bredin, 2020).
As a result of the COVID-19 global pandemic, schools, organized sports, and playgrounds were all temporarily shut down to promote social distancing and reduce the spread of the virus (Teo & Griffiths, 2020). Limiting access to swings and playgrounds in general is a contemporary issue that produces negative effects, such as dwindling physical, emotional, and mental health in children (Teo & Griffiths, 2020). By limiting access to playgrounds, children’s play experiences and developmental opportunities are severely impacted if not lost entirely. Alternately, this increased the use of staying inside and increase sedentary behavior. The use of television to keep children occupied increased dramatically, which includes the use of screen time (Teo & Griffiths, 2020). Research shows that outdoor play makes children feel less isolated from each other, which is crucial for children’s mental health and well-being especially during the pandemic (Bredin, 2020).
Practical Applications
Objects and apparatus’ such as a swing provide a wide range of developmental affordances for children to discover. There is no doubt that children love to partake in risky, imaginative, physical, and functional play. These types of play on swings are fundamental for healthy development and encourage meaningful movement experiences (Bredin, 2020). The following practical games outline two different ways on how to use swings as a game for children who are emerging and developing the skill of swinging on a swing.
Knock Down the Great Wall
Swinging on a swing is a great way for a child to develop locomotor skills such as leg pumping. Many children struggle with pumping their legs at the correct time while they are swinging (Haut, Saint, uckey, & Mountz, 2015). This restricts the child from being able to swing at high heights since their timing is incorrect. The game “Knock Down the Great Wall” will teach children the appropriate timing to pump their legs to reach an optimal height on the swing. This game is easy to learn and fun for children ages five to eight years of age. The equipment needed for this game is a swing such as the ones at a playground and about three to six carboard boxes (old carboard shoe boxes are great to use). The first step in setting up this game is to have the child start swinging on the swing. Step two involves stacking the carboard boxes on top of one another. If the child has little experience with swings (emerging), place the boxes closer in front where the child will be swinging. This modification still affords the child to knock down the great wall of boxes with their feet and allows them to become familiar with the proper timing of pumping their legs. If the child has more experience on a swing (developing), then place the boxes further away from the swing so it is more difficult for the child to knock down the great wall. The object of the game is to have the child knock down the great wall of carboard boxes while swinging. Adjusting the distance of the boxes from the swing allows all children of different skill levels to participate. The more experience the child has playing this game the faster and higher they will be able to pump their legs to knock down the great wall of boxes.
Hiding and Seeking
The “Hiding and Seeking” game is a great way to encourage light sensory stimulation for a child since majority of the sense are utilized such as the vestibular, auditory, visual, tactile and proprioceptive system (Bredin, 2020). The appropriate age for participating in this type of game is seven to eleven years of age. The rules for this game are straight forward and the equipment needed is a playground swing and to have one two players total. This swing would ideally be located at a playground with other play apparatus’ present such as slides, climbing wall, monkey bars, etc. Firstly, one child starts swinging on a swing (Player A) and the second child’s job is to hide in the playground (Player B). Secondly, Player A needs to be able to close their eyes and count to ten while swinging. Player B has to run and try to find a hiding spot in the playground within ten seconds. Thirdly, after the ten seconds have passed, Player A continues swinging and is able to open their eyes. The object of the game for Player A is to try and find the player who is hiding while continuing to swing and the goal for Player B is to not get spotted by Player A. Additionally, Player A has up to three tries to guess different locations of where they think Player B is hiding. If they guess within three tries, Player A wins that round and will switch places with Player B. Although, if player A does not guess within three tries they loose that round but they will still switch positions with player B. If there is an emerging player who is not too familiar with swings then they do not have to swing while they have their eyes closed sine it may be a safety hazard. Although, they will start to swing when they are seeking for their friend who is hiding. To make the game more advance, shorten the time from ten seconds to seven seconds or even five seconds for a player to find a hiding spot.
Summary
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References
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Bredin, S (2020). Module 4: Foundations of Movement. Kin 355 Movement Experiences for Young Children, School of Kinesiology, University of British Columbia
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Norton, C., Nixon, J., & Sibert, J. (2004). Playground injuries to children. Archives Of Disease In Childhood, 89(2), 103-108. https://doi.org/10.1136/adc.2002.013045
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Perry, M. A., Devan, H., Fitzgerald, H., Han, K., Liu, L., & Rouse, J. (2018). Accessibility and usability of parks and playgrounds. Disability and Health Journal, 11(2), 221-229. doi:10.1016/j.dhjo.2017.08.011
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Teo, S., & Griffiths, G. (2020). Child protection in the time of COVID ‐19. Journal of Paediatrics and Child Health, 56(6), 838-840. doi:10.1111/jpc.14916
Wardle, F. (1997). Outdoor play: Designing, building, and remodeling playgrounds for young children. Early Childhood News, 9(2), 36-42.