Research shows that play is more than just fun—it’s an essential part of how children learn, grow, and develop. That’s certainly the case at St. David’s Center, where our playgrounds are thoughtfully designed to support children of all abilities, ensuring that every child can explore, create, and engage in meaningful ways. With contributions from St. David’s Center early childhood education (ECE) experts as well as our friends at Flagship Recreation and LSI, our outdoor spaces reflect the latest research on outdoor play, offering something for every child.
Our Big Playground—designed for preschool-aged children—and our Little Playground—designed with toddlers in mind—both foster imagination, physical activity, and social development. With ADA-accesible features, these playgrounds are truly designed to ensure that all children, regardless of ability, can enjoy themselves. Not only that but a variety of play equipment invites children to explore different forms of play, from climbing to role-playing, to observation and teamwork.
Dynamic surfaces like rolling hills throughout both playgrounds promote gross motor development, encouraging children to strengthen their coordination and balance as they explore. These dynamic, varied terrains help support safe experimentation and risk-taking for children of varying abilities. According to a recent piece in the National Association for the Education of the Young Child, variations in grade, pitch, and surface texture, and the ability to explore and take risks in safe ways, helps children develop physical skills like balance and agility. We agree! That’s why we make it possible for children with varying developmental strengths and challenges to walk up inclines, traverse small hills, and notice the difference between the rough terrain and the smooth equipment itself.
Research also shows that incorporating nature and diverse sensory experiences into playgrounds can significantly enhance children’s cognitive and social development. According to a study published in Frontiers in Psychology, outdoor play environments that stimulate multiple senses promote better emotional regulation and creativity in children too. Research like this—and our experience with children and families over more than sixty years—are why we include gardens in the play area. Gardening gives children the opportunity to contribute to their environment, nurturing plants, and watching their impact on the world around them.
Our experience and expertise also influence one of the most unique aspects of St. David’s Center playgrounds—their natural setting. Both playgrounds sit beside our 10-acre DNR Certified School Forest, which includes a restored wetland. These areas offer a peaceful, immersive experience in nature, aligning with research that emphasizes the calming and restorative effects of green spaces on children’s well-being.
Our playgrounds go beyond fun—they are learning environments where children develop critical skills like friendship, teamwork, problem-solving, creativity, and physical coordination. From the sand kitchen, to the winding forest paths, to the boardwalk through the wetland and the outdoor classroom, St. David’s Center’s playgrounds and outdoor spaces celebrate diversity, growth, and nature.
Learn more about our playgrounds by watching this piece from WCCO news.
More Resources
Banning, W. (2023). Risk-taking in outdoor play. Teaching Young Children. National Association for the Education of Young Children (NAEYC).
National Recreation and Park Association. (n.d.). Providing All Abilities Play Spaces | Park Pulse | National Recreation and Park Association (nrpa.org)
Prins, J., van der Wilt, F., van der Veen, C., & Hovinga, D. (2022). Nature play in early childhood education: A systematic review and meta-ethnography of qualitative research. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.995164
Wells, N. M., Cosco, N. G., Hales, D., Monsur, M., & Moore, R. C. (2023). “Gardening in childcare centers: A randomized controlled trial examining the effects of a garden intervention on physical activity among children aged 3–5 years in North Carolina”. International Journal of Environmental Research and Public Health, 20(11), 5939. https://doi.org/10.3390/ijerph20115939
Nov. 26, 2024
Sep. 26, 2024
