UC PlayScape: Educational and health benefits of specially created outdoor play environments

UC PlayScape

University of Cincinnati (UC) researchers are reporting on the educational and health benefits of specially created outdoor play environments for children.

Victoria Carr, a UC associate professor of education and director of the UC Arlitt Child and Family Research and Education Center, and Eleanor Luken, a former UC research associate for the Arlitt Center and current doctoral student at City University of New York, take a look at this growing trend around the world in an article published this month in the International Journal of Play.

The researchers say nationally, children are spending less time on playgrounds as well as less time in just play.

Victoria Carr

"The advantages of building playscapes over traditional playgrounds are considerable," write the authors.

"Children have opportunities to learn about scientific inquiry, mathematics and other embedded concepts as required by curricular methods."

"Not only does it engage children in science, technology, engineering and math (STEM) education at an early age, but it also fosters future stewards for a sustainable environment while providing a developmentally appropriate play and learning venue for the 21st century," the authors state in the article.

The article highlights other countries, Sweden, Australia, Scandinavia, Germany and the United Kingdom among the examples, which are making strides in reconnecting children with nature through play venues in natural settings, as well as international research indicating that these environments not only sharpen attention skills but also reduce depression and symptoms of attention deficit disorders.

Eleanor Luken

"They provide a sense of play that also addresses parental concerns about safety, creates pleasant play environments, supports child development and nurtures nature exploration, setting the stage for environmental stewardship."

"In essence, playscapes can sanction play and recess as an academic learning venue while serving as an early educational model for the next wave of environmentalism," write the authors.

"It appeals to a child's sense of being in a special place, promotes curiosity and demonstrates sustainable practices."

 

Published by Routledge, the International Journal of Play is an interdisciplinary publication that focuses on all aspects of play.

The $401,000 signature UC PlayScape is a wheelchair-accessible outdoor play and learning lab.

The concept was developed as part of a partnership with the Cincinnati Nature Center (CNC) to promote children's free play in natural settings.


The UC PlayScape is believed to be the nation's first college campus, architecturally designed outdoor play and learning environment.

UC's PlayScape is open to the public and is also a spot for adults to take in nature. Here are some of the features:

• A tree house to elevate children into the tree canopy and give them a clear view where they play.
• An open lawn for running, rolling and even sledding.
• A controlled water feature for children to drink and use for play and learning.
• A log fort for children to play, hide and look out over the landscape.
• A sensory garden for children to plant, grow and harvest vegetables and herbs.
• A "bird blind," which is a discreet observation area where children can watch birds in action.
• Gathering decks for children to play, draw, do dramatic work or projects, or rest.
• An observation post for education researchers to examine how this natural setting enhances learning for young children.
• A perimeter fence, providing a safe and secure environment for children to explore within the PlayScape.

Is the label ‘Dyslexia’ unscientific and lacking educational meaning?

Use of the label ‘dyslexia’ should be ditched because it is unscientific and lacks meaning, a new book argues.

Experts said putting young people who are struggling to read through diagnostic tests is ‘wasteful’ because the term lacks educational value.

But their views have been challenged by the Dyslexia Action charity, which insists the term still has meaning and should not be dropped.

In the book The Dyslexia Debate, Prof Julian (Joe) Elliott said parents are being ‘woefully misled’ about the value of a dyslexia diagnosis.

Julian (Joe) Elliott

The author, a professor of education at Durham University, explained: ‘In every country, and in every language, a significant proportion of children struggle to master the skill of reading and some will continue to find it difficult into adulthood.'

‘It is very easy for teachers to identify such children. The hardship and difficulties that typically result are often incapacitating and distressing.'

‘Typically, we search for a diagnostic label when we encounter problems because we believe that this will point to the best form of treatment.'

‘It is hardly surprising, therefore, that the parents and teachers of children with reading difficulties believe that, if the child is diagnosed as dyslexic, clear ways to help them will result. Research clearly demonstrates that this is a grave misunderstanding.’

Elena Grigorenko

His co-author is Prof Elena Grigorenko of Yale School of Medicine. A renowned professor of developmental psychology and genetics.

The book, published next month, is the result of five years’ study by educational experts from Durham and Yale universities.

However, Dyslexia Action insisted the term retained a scientific and educational value.

Dr John Rack, the charity’s head of research, said: ‘We don’t buy the argument that it is wasteful to try to understand the different reasons why different people struggle.

‘For very many, those reasons fall into a consistent and recognisable pattern that it is helpful to call dyslexia.’

Quoting from the flyer that preceded the book;

Elliott and Grigorenko (co-author) consider the latest research in cognitive science, genetics, and neuroscience, and the limitations of these fields in terms of professional action. 

They then provide a more helpful, scientifically rigorous way to describe the various types of reading difficulties and discuss empirically supported forms of intervention.

Conclusion
I believe, writing this blog, that both parties are talking about different things and that Dyslexia Action have reacted defensively to Prof Elliott's press statement, without reading through his work.

We should not lose sight of the needs of the struggling child (reader) in this and although the attachment of a label may give some solace to parents that a 'disorder' has been identified and can now be appropriately addressed, this is not always the case.

We are still a long way from finding a definitive 'treatment' for all forms of Dyslexia, one that can be wholly applied to all readers in all circumstances and will render them 'cured.'

Let's keep our minds open and work collectively to reach this goal.