Information Regarding our Nature Based Playground
Parents,
Due to major changes in the state regulations governing preschools, South Hills was forced to renovate our playground over the summer. This coincides with a time in my professional life when my own personal views of children’s needs in regard to play are changing. Although I was initially quite upset regarding some of the changes that are required of me, I have come to terms with it, and am now ENORMOUSLY excited about the new opportunities that await your children. The purpose of this letter is to offer you an overview of my new vision, to explain what will be offered to your child here at South Hills, and to ask for your support as we move into this new phase, now that our new play area is complete. (But there are already plans for additions next summer!)
I’ll begin with this quote:
“Simple playthings such as balls, jump ropes, hula hoops and riding toys, do more for encouraging physical activities than swings, jungle gyms and other ‘stationary’ or ‘fixed’ playground equipment according to a recent report in the American Journal of Preventative Medicine. The findings are important because they show that schools don’t need expensive playground equipment to keep kids active. The data was collected by researchers from the University Of North Carolina School Of Public Health. Surprisingly, stationary equipment, such as climbing structures, swings, and balance beams, were associated with lower-intensity physical activity, researchers said.”
This research was a huge relief to me, and helped me to begin my ‘rethinking’ of how to best utilize our outdoor space for the children’s optimal physical development. At the same time, Matt Kerchansky, who is a Physical Education teacher for the Millcreek School District as well as one of our parents here at South Hills, introduced me to “Action Based Learning”. This program is implemented in the Millcreek and Girard School Districts; other area districts are also considering it for use within the next year. The effective program supports neurological development as it links to motor skills. The increase in all areas of intellectual domains for students participating in this program is amazingly compelling. There is so much to tell you about this program! I strongly encourage you to read the details regarding Action Based Learning Lab at www.actionbasedlearning.com.
Here is one quote from the Overview of Action Based Learning Lab:
“This unique, innovative Action Based Learning Lab (ABLL)is research-based, brain and body compatible, kid-friendly, teacher-friendly, and time efficient. The comprehensive program includes a curriculum based on national academic standards for Pre-K through second grade levels… the concepts in the Action Based Learning lab are based upon brain research that supports the link of movement and physical activity to increased academic performance. ABLL targets the young developing brain. However, the ABLL can improve the performance of students of all ages and abilities.”
Matt Kerchansky trained the staff in Action Based Learning in June, and we immediately began implementing it into our summer program. Some activities are structured and require a teacher to supervise. Others can be completed independently, once the teacher has taught the children how the activity is to be completed. Children who will eventually attend Millcreek or Girard schools will already be familiar with this program when they transition to their new schools!
The staff was amazed to discover that children who had recognized letters and numbers had QUITE a challenge saying the letters or numbers when they were on a balance beam and were required to walk the beam, bounce a ball, and say the letter/number as they stepped on it. Activities similar to this (crossing midline in particular) GREATLY improved as the children progressed through the activities over the weeks, and the neurological benefits were so obvious! IN ADDITION—the children were getting MUCH MORE concentrated physical activity with the lab activities than they were when they were swinging, or climbing and sliding.
In addition to Action Based Learning lab, we now have painted activities on the paved area of the playground. (THANK YOU TO MATT KERCHANSKY AND GIO DUCHINI WHO OFFERED COUNTLESS HOURS OF TIME, PAINT, EQUIPMENT AND CREATIVITY TO MAKE THIS HAPPEN!) If you visit our play area, you will notice the “Activity Circle’ which permits children to ‘rest’ in the center, to tiptoe, walk, skip, gallop, jump rope, or run within the boundaries of the circle. This will also be used for many group games that complement the brain-movement activities, and will be used for parachute activities. There is also a designated tricycle/bike path for the children to follow and observe common street signs. The older students use this for their jogging, walking trail.
As most of you know, I am a ‘farm girl’ at heart, and love the outdoors. I have been long concerned about the lack of nature awareness in young children, who no longer have opportunities to freely explore natural areas, garden, climb trees, build forts or castles from natural materials. Over the past few years, South Hills has been investing in more wooden toys rather than plastic, to provide more natural tactile experiences for young children, even indoors.
Two years ago, I read Richard Louv’s national bestseller Last Child in the Woods, which affected me deeply. I would strongly advise all parents to purchase a copy of this book! It makes a strong case for Nature-Deficit Disorder, and revealed compelling research regarding ADHD/ADD and the positive affects of natural play to regain calmness, focus, attention, and deep engagement in activities. Due to this book, I encouraged the teachers to apply for grants through the Erie Community Foundation, who generously donated money to South Hills for an additional vegetable garden, sensory garden, color garden, and a garden for differently-abled students. They also generously funded a bird watching project to provide bird feeding stations, bird baths, bird seed, bird identification manuals, and bird song identification models. The children have responded so positively to these projects, but I have felt the need to expand their natural experiences even more. Since the regulations have changed, the opportunity seems to have presented itself.
I recently attended a workshop at Asbury Woods on nature-based play, with Ken Finch from Omaha, Nebraska whose organization, Green Hearts Inc. (www.greenheartsinc.org) works closely with Richard Louv’s organization (author of the book mentioned above), Children and Nature Network at www.childrenandnature.org Asbury Woods has plans for their own nature based playground, and we share the same consultant, Mr. Dennis Smiddle, from Pittsburgh. Asbury Woods and South Hills share the same vision—to introduce children to more outdoor play and nature based activities, and to inform parents of best practices and recent research, and to gain the support of parents who also value this initiative.
The playground climbing apparatus and the swing set were removed at the beginning of the summer. My husband, Jerry, studied many nature based playground sites with me, and designed our new playground. He also put in countless hours this summer with me to create an aesthetically pleasing area for your child.
What does the new playground include for your child? Here is an overview that may prove beneficial for you as you visit our new play area:
*Building Areas and Boardwalks: The major change to the play area are the three new ‘decks’ and ‘boardwalks’, which were designed and built by my husband. This area is called Heart Rock Hollow! The children will have LOTS of active play throughout the playground, but once they enter Heart Rock Hollow, the pace slows. The children are taught to stop before they step onto the boardwalk. The heart shaped rocks next to each entrance will be a reminder to ‘Close your eyes; take a deep and slow breath; open your eyes; and step onto the boardwalk’. The grasses planted along the trail will eventually be 4-6 feet high, giving a ‘tunnel’ effect as the children ‘enter’ the hollow! The breathing exercise in mindfulness will teach the children to slow down, to walk the boardwalk trail, and to use any of the materials that are waiting for them on each of the three decks! The materials will changes often, but will usually be focused on imaginative building and creating. For example, their will be giant waffle blocks, tree ‘cookies’ and pine cones, pvc pipe, wooden blocks—and more! Large pieces of material or sheets will be available to create coverings for the blocks as an additional feature for their imaginations. The decks will have three flag poles in front of it, holding an American flag, a “Don’t Give Up the Ship” flag, and a school created flag. The children can turn the deck into a ship, a raft, a boat, a fort, a castle, or anything else they might imagine!
*Tree stumps: They are from my tree farm—my husband and I recently sold some ash trees and requested some pieces be cut for our playground. These have recently been buried and installed around the digging area—the children love sitting on these to have some quiet time, and they will be used for academics like math work (how many pine cones fit on the top of the tree stump? Let’s count the rings on this stump and figure out how old it was!)
*Discovery Center: There is a circle of stones with a piece of plywood in the middle. The children meet in this area with their teacher approximately every two weeks. The board is lifted and there are gasps as the children examine all of the living creatures underneath! Magnifying glasses, insect identification manuals, bug catchers are provided. All bugs will be returned to their ‘homes’ unharmed.
*Gardens: The children invest much of the summer gardening in a raised vegetable garden which includes pole beans (a tipi has already been designed and created by our school age program!), lettuces, tomatoes, pumpkins, zucchini, cucumbers, peppers and more! Strawberries will also be grown.
The children planted an “All American” potato garden of red, white, and blue potatoes in a large gardening bag. A cherry tomato garden was grown in large pots so that children have awareness that vegetables can be grown even with very limited space. The children are responsible for hoeing, planting, weeding, watering, and harvesting all the gardens!
There is also a sensory garden for touching, rubbing leaves, smelling, tasting! (These are edible herbs that we will use in salads, for teas, in soups!) Beautiful wind chimes tuned to the C scale are a special part of this garden. We will have a color garden (extreme colors such as purples, shades of green, yellow, red, orange, white, blue! We will also have flower gardens for bouquets, drying and pressing, extracting seeds, naming plant parts, and for overall beauty. These flower gardens include plants to attract butterflies, so there will hopefully be some butterfly observations as well! A fairy garden is planted in the ‘table garden’
*Composting: We have a tumbler composter, to which the children can add leaves, grass, etc. Our vermi-composter is always popular. The children examine the worms up close with magnifying glasses, add additional material for the worms to compost, move castings to the garden as well as compost ‘tea’, and watch for new baby worms! Dirt is moved from the composter into the garden when it is ready (And it doesn’t take long!)
*Water Play: Water play is available on sprinkler play days during the summer. The children experiment at the water table, water the gardens, use spray bottles, ‘paint’ the side of the school with wide paint brushes, and engage in other water play.
*Straw bales: The children sit on straw bales around the garden as they observe the growth of their garden, sketch, or write in journals. Straw is also be used on garden paths and as mulch to keep weeds down.
*Sunflower Houses: I have great memories of my annual sunflower house as a child! The children planted mammoth sunflower seeds in a circle of pots and as they grow, the heads were to be tied gently together to create a tipi of sorts! This year’s sunflower house didn’t work out as planned, but we look forward to trying again next year!
*Arbor: An arbor is placed at the beginning of a simple ‘garden path’ that the children can use to walk to the board walk, or to their beloved log cabin. The arbor will be an attractive ‘entrance’ to a garden area where children can observe, paint, write, draw, or enjoy some quiet time. Clematis vines will be planted next year and coached to ‘climb’ the arbor for some additional shade eventually!
*Bird and Butterfly Watching: Bird feeders, bird baths, bird identification guides, models of birds will be provided for identifying and appreciating the wild life available to all of us, no matter where we live! Butterflies will be encouraged via our butterfly gardens, and tiny butterfly water ‘stations’. This summer, the monarch, painted lady, and yellow swallowtail butterflies were abundant while the children were outdoors!
*Digging Area: The sand box remains for digging and tactile experiences. We often ‘hide’ items in the sandbox for the children to ‘discover’ during their digs!
*Woods: The area of the playground in the northwest corner has the majority of our trees and several small shrubs. The children love to gather in this area to rest, talk, imagine, and feel that they are ‘far away’ from the teachers, although they can see us, and we can certainly see them! Harborcreek Youth Services donated a beautiful wooden picnic table that was handcrafted by the male students—and the Ray family donated beautiful recycled mulch for underneath it. The children enjoy this ‘private place’ to gather.
*Music: During the spring, summer, and fall, I continue to have the multicultural or rhythm instruments and drums available for the children on the stage. As they come outdoors, I invite them to experiment while we listen to music on the cd player and play along! We also dance using scarves or bean bags for large motor work..
*Stage: Our stage provides the scene for many activities. Teachers read stories to their children in this area; the children use the puppets and puppet theater for performances; the children love to perform here; we move our dress up clothes and mirrors outdoors for the children to enjoy this activity outside; art projects are often completed here.
*Discovery Tables: Tables will be placed by the gardens for the children to engage in natural observations. They will see insects, flowers, birds, stones, and other natural resources. We will encourage them to spend time looking at the clouds and the trees around them. The tables will be used as the children sketch, draw, use clay or wire, and as they more closely observe the worms, insects, etc. with magnifying glasses. Bug catchers will be provided for those close-up observations. Sorting activities will take place here as the children sort and classify pine cones, shells, seeds, beach stones, driftwood, etc. Parent contributions are most welcome for these activities!
Bins are available frequently for water play, digging in dirt, mulch, corn, etc.
*Compass Rose: One of our parents, Matt Kerchansky, is also a gifted artist, and painted a beautiful compass rose in the courtyard for the children’s use. As they integrate this compass with their map studies, directions will become more meaningful to them. For example, they can lay their U.S. map on the compass, note where Erie is on the map, then determine, which direction is California? Florida? Pittsburgh? Disney World?
==========================================================================
Next summer, I anticipate adding a rustic lean-to for the children’s imaginative play , and am looking for some brightly colored resin child-sized Adirondack chairs for quiet rest areas.
Some parents are concerned that the children’s academic needs will not be met with this new venture, or that our current curriculum is changing. Our curriculum is not changing; we are simply adding to it in a unique and developmentally appropriate manner. Please be assured that your children will have all areas of development met fully, and reinforced continually with Action Based Learning and the additional freedom of outdoor activities in our Nature Based Playground. Our design fulfills all of these developmental areas:
Social Development
Emotional Development
Cognitive Development
Physical Development
Just from observing the children this summer, all of the staff strongly felt the children were much MORE active physically than when they used our previous play equipment. And parents commented that their children were coming home ‘happy and tired’.
If you would like more detailed evidence of exactly how these activities link to the areas of development, please see me! I’d be happy to share the details.
I have been listening to parental concerns regarding the loss of our climbing apparatus on the playground. I do truly understand, but also believe that your children’s growth will be positively supported by our new outdoor environment. Children’s play is rich and complex. Play equipment is only a small part of what children need on a playground. And, I can further say that I know South Hills parents well enough to know that you take your children to many public playgrounds, or have equipment in your own home environment, that will give your children these climbing and sliding experiences. I ask for your support, and hope you will relay any concerns to me so that I might address them. The government regulations are increasing in every area of our lives as citizens demand additional safety measures across every aspect of our lives. But, I feel strongly that I have met their requirements and will positively provide your children with an enriching and aesthetically pleasing environment. I do so hope that you agree.
I am most eager to give you a tour! Just ask!
This has been a most amazing community effort. I am especially grateful to my husband, Jerry, for designing and building the decks and boardwalks, hauling tree stumps and rocks from Clymer to South Hills and, in general, giving up his summer to complete this project! And I owe my deepest gratitude to Matt Kerchansky, Gio Duchini and his business’ contributions, Gerlach’s Garden and Supply, The Erie Community Foundation, McDowell students and South Hills alumni (Eli, Matt, Josh!), the Ray family, Janice Sivek Thompson, and the overwhelming numbers of South Hills families who contributed with materials, words of encouragement and other support! The children of South Hills are blessed by your giving!
Best regards,
♥Connie
Due to major changes in the state regulations governing preschools, South Hills was forced to renovate our playground over the summer. This coincides with a time in my professional life when my own personal views of children’s needs in regard to play are changing. Although I was initially quite upset regarding some of the changes that are required of me, I have come to terms with it, and am now ENORMOUSLY excited about the new opportunities that await your children. The purpose of this letter is to offer you an overview of my new vision, to explain what will be offered to your child here at South Hills, and to ask for your support as we move into this new phase, now that our new play area is complete. (But there are already plans for additions next summer!)
I’ll begin with this quote:
“Simple playthings such as balls, jump ropes, hula hoops and riding toys, do more for encouraging physical activities than swings, jungle gyms and other ‘stationary’ or ‘fixed’ playground equipment according to a recent report in the American Journal of Preventative Medicine. The findings are important because they show that schools don’t need expensive playground equipment to keep kids active. The data was collected by researchers from the University Of North Carolina School Of Public Health. Surprisingly, stationary equipment, such as climbing structures, swings, and balance beams, were associated with lower-intensity physical activity, researchers said.”
This research was a huge relief to me, and helped me to begin my ‘rethinking’ of how to best utilize our outdoor space for the children’s optimal physical development. At the same time, Matt Kerchansky, who is a Physical Education teacher for the Millcreek School District as well as one of our parents here at South Hills, introduced me to “Action Based Learning”. This program is implemented in the Millcreek and Girard School Districts; other area districts are also considering it for use within the next year. The effective program supports neurological development as it links to motor skills. The increase in all areas of intellectual domains for students participating in this program is amazingly compelling. There is so much to tell you about this program! I strongly encourage you to read the details regarding Action Based Learning Lab at www.actionbasedlearning.com.
Here is one quote from the Overview of Action Based Learning Lab:
“This unique, innovative Action Based Learning Lab (ABLL)is research-based, brain and body compatible, kid-friendly, teacher-friendly, and time efficient. The comprehensive program includes a curriculum based on national academic standards for Pre-K through second grade levels… the concepts in the Action Based Learning lab are based upon brain research that supports the link of movement and physical activity to increased academic performance. ABLL targets the young developing brain. However, the ABLL can improve the performance of students of all ages and abilities.”
Matt Kerchansky trained the staff in Action Based Learning in June, and we immediately began implementing it into our summer program. Some activities are structured and require a teacher to supervise. Others can be completed independently, once the teacher has taught the children how the activity is to be completed. Children who will eventually attend Millcreek or Girard schools will already be familiar with this program when they transition to their new schools!
The staff was amazed to discover that children who had recognized letters and numbers had QUITE a challenge saying the letters or numbers when they were on a balance beam and were required to walk the beam, bounce a ball, and say the letter/number as they stepped on it. Activities similar to this (crossing midline in particular) GREATLY improved as the children progressed through the activities over the weeks, and the neurological benefits were so obvious! IN ADDITION—the children were getting MUCH MORE concentrated physical activity with the lab activities than they were when they were swinging, or climbing and sliding.
In addition to Action Based Learning lab, we now have painted activities on the paved area of the playground. (THANK YOU TO MATT KERCHANSKY AND GIO DUCHINI WHO OFFERED COUNTLESS HOURS OF TIME, PAINT, EQUIPMENT AND CREATIVITY TO MAKE THIS HAPPEN!) If you visit our play area, you will notice the “Activity Circle’ which permits children to ‘rest’ in the center, to tiptoe, walk, skip, gallop, jump rope, or run within the boundaries of the circle. This will also be used for many group games that complement the brain-movement activities, and will be used for parachute activities. There is also a designated tricycle/bike path for the children to follow and observe common street signs. The older students use this for their jogging, walking trail.
As most of you know, I am a ‘farm girl’ at heart, and love the outdoors. I have been long concerned about the lack of nature awareness in young children, who no longer have opportunities to freely explore natural areas, garden, climb trees, build forts or castles from natural materials. Over the past few years, South Hills has been investing in more wooden toys rather than plastic, to provide more natural tactile experiences for young children, even indoors.
Two years ago, I read Richard Louv’s national bestseller Last Child in the Woods, which affected me deeply. I would strongly advise all parents to purchase a copy of this book! It makes a strong case for Nature-Deficit Disorder, and revealed compelling research regarding ADHD/ADD and the positive affects of natural play to regain calmness, focus, attention, and deep engagement in activities. Due to this book, I encouraged the teachers to apply for grants through the Erie Community Foundation, who generously donated money to South Hills for an additional vegetable garden, sensory garden, color garden, and a garden for differently-abled students. They also generously funded a bird watching project to provide bird feeding stations, bird baths, bird seed, bird identification manuals, and bird song identification models. The children have responded so positively to these projects, but I have felt the need to expand their natural experiences even more. Since the regulations have changed, the opportunity seems to have presented itself.
I recently attended a workshop at Asbury Woods on nature-based play, with Ken Finch from Omaha, Nebraska whose organization, Green Hearts Inc. (www.greenheartsinc.org) works closely with Richard Louv’s organization (author of the book mentioned above), Children and Nature Network at www.childrenandnature.org Asbury Woods has plans for their own nature based playground, and we share the same consultant, Mr. Dennis Smiddle, from Pittsburgh. Asbury Woods and South Hills share the same vision—to introduce children to more outdoor play and nature based activities, and to inform parents of best practices and recent research, and to gain the support of parents who also value this initiative.
The playground climbing apparatus and the swing set were removed at the beginning of the summer. My husband, Jerry, studied many nature based playground sites with me, and designed our new playground. He also put in countless hours this summer with me to create an aesthetically pleasing area for your child.
What does the new playground include for your child? Here is an overview that may prove beneficial for you as you visit our new play area:
*Building Areas and Boardwalks: The major change to the play area are the three new ‘decks’ and ‘boardwalks’, which were designed and built by my husband. This area is called Heart Rock Hollow! The children will have LOTS of active play throughout the playground, but once they enter Heart Rock Hollow, the pace slows. The children are taught to stop before they step onto the boardwalk. The heart shaped rocks next to each entrance will be a reminder to ‘Close your eyes; take a deep and slow breath; open your eyes; and step onto the boardwalk’. The grasses planted along the trail will eventually be 4-6 feet high, giving a ‘tunnel’ effect as the children ‘enter’ the hollow! The breathing exercise in mindfulness will teach the children to slow down, to walk the boardwalk trail, and to use any of the materials that are waiting for them on each of the three decks! The materials will changes often, but will usually be focused on imaginative building and creating. For example, their will be giant waffle blocks, tree ‘cookies’ and pine cones, pvc pipe, wooden blocks—and more! Large pieces of material or sheets will be available to create coverings for the blocks as an additional feature for their imaginations. The decks will have three flag poles in front of it, holding an American flag, a “Don’t Give Up the Ship” flag, and a school created flag. The children can turn the deck into a ship, a raft, a boat, a fort, a castle, or anything else they might imagine!
*Tree stumps: They are from my tree farm—my husband and I recently sold some ash trees and requested some pieces be cut for our playground. These have recently been buried and installed around the digging area—the children love sitting on these to have some quiet time, and they will be used for academics like math work (how many pine cones fit on the top of the tree stump? Let’s count the rings on this stump and figure out how old it was!)
*Discovery Center: There is a circle of stones with a piece of plywood in the middle. The children meet in this area with their teacher approximately every two weeks. The board is lifted and there are gasps as the children examine all of the living creatures underneath! Magnifying glasses, insect identification manuals, bug catchers are provided. All bugs will be returned to their ‘homes’ unharmed.
*Gardens: The children invest much of the summer gardening in a raised vegetable garden which includes pole beans (a tipi has already been designed and created by our school age program!), lettuces, tomatoes, pumpkins, zucchini, cucumbers, peppers and more! Strawberries will also be grown.
The children planted an “All American” potato garden of red, white, and blue potatoes in a large gardening bag. A cherry tomato garden was grown in large pots so that children have awareness that vegetables can be grown even with very limited space. The children are responsible for hoeing, planting, weeding, watering, and harvesting all the gardens!
There is also a sensory garden for touching, rubbing leaves, smelling, tasting! (These are edible herbs that we will use in salads, for teas, in soups!) Beautiful wind chimes tuned to the C scale are a special part of this garden. We will have a color garden (extreme colors such as purples, shades of green, yellow, red, orange, white, blue! We will also have flower gardens for bouquets, drying and pressing, extracting seeds, naming plant parts, and for overall beauty. These flower gardens include plants to attract butterflies, so there will hopefully be some butterfly observations as well! A fairy garden is planted in the ‘table garden’
*Composting: We have a tumbler composter, to which the children can add leaves, grass, etc. Our vermi-composter is always popular. The children examine the worms up close with magnifying glasses, add additional material for the worms to compost, move castings to the garden as well as compost ‘tea’, and watch for new baby worms! Dirt is moved from the composter into the garden when it is ready (And it doesn’t take long!)
*Water Play: Water play is available on sprinkler play days during the summer. The children experiment at the water table, water the gardens, use spray bottles, ‘paint’ the side of the school with wide paint brushes, and engage in other water play.
*Straw bales: The children sit on straw bales around the garden as they observe the growth of their garden, sketch, or write in journals. Straw is also be used on garden paths and as mulch to keep weeds down.
*Sunflower Houses: I have great memories of my annual sunflower house as a child! The children planted mammoth sunflower seeds in a circle of pots and as they grow, the heads were to be tied gently together to create a tipi of sorts! This year’s sunflower house didn’t work out as planned, but we look forward to trying again next year!
*Arbor: An arbor is placed at the beginning of a simple ‘garden path’ that the children can use to walk to the board walk, or to their beloved log cabin. The arbor will be an attractive ‘entrance’ to a garden area where children can observe, paint, write, draw, or enjoy some quiet time. Clematis vines will be planted next year and coached to ‘climb’ the arbor for some additional shade eventually!
*Bird and Butterfly Watching: Bird feeders, bird baths, bird identification guides, models of birds will be provided for identifying and appreciating the wild life available to all of us, no matter where we live! Butterflies will be encouraged via our butterfly gardens, and tiny butterfly water ‘stations’. This summer, the monarch, painted lady, and yellow swallowtail butterflies were abundant while the children were outdoors!
*Digging Area: The sand box remains for digging and tactile experiences. We often ‘hide’ items in the sandbox for the children to ‘discover’ during their digs!
*Woods: The area of the playground in the northwest corner has the majority of our trees and several small shrubs. The children love to gather in this area to rest, talk, imagine, and feel that they are ‘far away’ from the teachers, although they can see us, and we can certainly see them! Harborcreek Youth Services donated a beautiful wooden picnic table that was handcrafted by the male students—and the Ray family donated beautiful recycled mulch for underneath it. The children enjoy this ‘private place’ to gather.
*Music: During the spring, summer, and fall, I continue to have the multicultural or rhythm instruments and drums available for the children on the stage. As they come outdoors, I invite them to experiment while we listen to music on the cd player and play along! We also dance using scarves or bean bags for large motor work..
*Stage: Our stage provides the scene for many activities. Teachers read stories to their children in this area; the children use the puppets and puppet theater for performances; the children love to perform here; we move our dress up clothes and mirrors outdoors for the children to enjoy this activity outside; art projects are often completed here.
*Discovery Tables: Tables will be placed by the gardens for the children to engage in natural observations. They will see insects, flowers, birds, stones, and other natural resources. We will encourage them to spend time looking at the clouds and the trees around them. The tables will be used as the children sketch, draw, use clay or wire, and as they more closely observe the worms, insects, etc. with magnifying glasses. Bug catchers will be provided for those close-up observations. Sorting activities will take place here as the children sort and classify pine cones, shells, seeds, beach stones, driftwood, etc. Parent contributions are most welcome for these activities!
Bins are available frequently for water play, digging in dirt, mulch, corn, etc.
*Compass Rose: One of our parents, Matt Kerchansky, is also a gifted artist, and painted a beautiful compass rose in the courtyard for the children’s use. As they integrate this compass with their map studies, directions will become more meaningful to them. For example, they can lay their U.S. map on the compass, note where Erie is on the map, then determine, which direction is California? Florida? Pittsburgh? Disney World?
==========================================================================
Next summer, I anticipate adding a rustic lean-to for the children’s imaginative play , and am looking for some brightly colored resin child-sized Adirondack chairs for quiet rest areas.
Some parents are concerned that the children’s academic needs will not be met with this new venture, or that our current curriculum is changing. Our curriculum is not changing; we are simply adding to it in a unique and developmentally appropriate manner. Please be assured that your children will have all areas of development met fully, and reinforced continually with Action Based Learning and the additional freedom of outdoor activities in our Nature Based Playground. Our design fulfills all of these developmental areas:
Social Development
Emotional Development
Cognitive Development
Physical Development
Just from observing the children this summer, all of the staff strongly felt the children were much MORE active physically than when they used our previous play equipment. And parents commented that their children were coming home ‘happy and tired’.
If you would like more detailed evidence of exactly how these activities link to the areas of development, please see me! I’d be happy to share the details.
I have been listening to parental concerns regarding the loss of our climbing apparatus on the playground. I do truly understand, but also believe that your children’s growth will be positively supported by our new outdoor environment. Children’s play is rich and complex. Play equipment is only a small part of what children need on a playground. And, I can further say that I know South Hills parents well enough to know that you take your children to many public playgrounds, or have equipment in your own home environment, that will give your children these climbing and sliding experiences. I ask for your support, and hope you will relay any concerns to me so that I might address them. The government regulations are increasing in every area of our lives as citizens demand additional safety measures across every aspect of our lives. But, I feel strongly that I have met their requirements and will positively provide your children with an enriching and aesthetically pleasing environment. I do so hope that you agree.
I am most eager to give you a tour! Just ask!
This has been a most amazing community effort. I am especially grateful to my husband, Jerry, for designing and building the decks and boardwalks, hauling tree stumps and rocks from Clymer to South Hills and, in general, giving up his summer to complete this project! And I owe my deepest gratitude to Matt Kerchansky, Gio Duchini and his business’ contributions, Gerlach’s Garden and Supply, The Erie Community Foundation, McDowell students and South Hills alumni (Eli, Matt, Josh!), the Ray family, Janice Sivek Thompson, and the overwhelming numbers of South Hills families who contributed with materials, words of encouragement and other support! The children of South Hills are blessed by your giving!
Best regards,
♥Connie
