the good play space guide: “i can play too” · pdf filethe good play space guide:...

Sport and Recreation Victoria

The Good Play Space Guide: “I can play too”

Published by the Department for Victorian CommunitiesMarch 2007

© State of Victoria, Department for Victorian Communities, 2007

Contents

Minister’s Message 4

About this Guide 5

Planning for Accessible Play 6

1. The benefits of play 71.1 Types of play 71.2 Play and ability 91.3 Playing with other children 101.4 Why provide play spaces? 10

2. Providing quality play spaces 112.1 Elements of play spaces 122.2 Access and inclusion 122.3 Safety 14

3. Planning and upgrading play spaces 173.1 The value of planning 173.2 Providing diverse play spaces 183.3 Establishing a vision for a

play space 193.4 Deciding on the degree of

accessibility, inclusion and participation 20

3.5 Design stages 213.6 Modifying existing play spaces for

accessibility 233.7 Consulting residents and

stakeholders 253.8 Management of play spaces 27

Design Issues and Solutions 29

4. Play behaviour and play spaces:effective design for maximum participation 304.1 Mastering particular skills or

challenges 314.2 Physical activity and movement 324.3 Supporting physical activity and

movement for all children 354.4 Sensory play 414.5 The physical environment as

a ‘prop’ for play 424.6 Designing for participation,

social play and interaction 47

5. Design ideas based on the nature of ability 505.1 Including children with vision,

hearing or other sensory impairments 50

5.2 Including children with a range of intellectual and cognitive abilities 52

5.3 Including children with a range of physical abilities 53

6. Accessible paths of travel 586.1 Paths 586.2 Ramps 59

7. Surfaces and fences 617.1 Loose surfaces 617.2 Synthetic surfaces 627.3 Fences or barriers 63

8. Including parents and carers 658.1 Neighbourhood paths 658.2 Proximity to public transport 668.3 Car parking 668.4 Arriving by bus 668.5 Amenities 67

Attachment 1. Legislation, policy and standards 69

Federal and State legislation 69Victorian policy context 71Australian Standards 72

Attachment 2. Consultation 74

Attachment 3. Acknowledgments 75

Web resources 77

References 78

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Minister’s Message

The State Government is committed tobuilding stronger sport and recreationenvironments which are inclusive of andaccessible to people of all abilities.

Through the Access for All Abilities (AAA)Program, the State Government issupporting local communities to build thecapacity of the sport and recreation sectorto provide participation opportunities forpeople with a disability, including the playspace environment.

Since 2000 the Victorian Government hascontributed more than $5.1 million towardsthe construction of 101 play space projectsthrough the Community Facility FundingProgram. This level of commitmentdemonstrates the value of play spaces to Victorian communities.

There are many benefits for children throughparticipation in play. They learn aboutthemselves, other people, roles, society and their environment. Good play spacescan facilitate this development.

The Victorian Government promotesaccessibility to play experiences for allchildren in the planning, design andconstruction of play spaces.

My department together with thePlaygrounds and Recreation Association of Victoria initiated a project with the aim to ensure key stakeholders are aware of theimportance of the benefits and opportunitiesof incorporating ‘access for all’ to playexperiences in play spaces.

Within this context, I am very pleased topresent The Good Play Space Guide:“I can play too”, a resource which will assist in understanding accessibility in play spaces, and guide the planning,design, construction, maintenance andmanagement of play spaces. It will be a valuable resource for all organisationscommitted to inclusive sport and recreationenvironments for people of all abilities.

James Merlino MPMinister for Sport, Recreation and Youth Affairs

The guide aims to:

• outline the benefits of play for all children,and discuss the general characteristics ofquality play spaces;

• investigate the subject of access,inclusion and participation in play forpeople with a disability, in public playspaces;

• demonstrate what makes a play spaceaccessible, and what improvementsmight be achievable; and

• provide guidance on how to developaccessible public play spaces.

The Good Play Space Guide is about playand its benefits for everyone.

Many children and adults who have adisability are not able to use public playspaces for a variety of reasons.

The purpose of this guide is to examine the reasons why play spaces can limitaccess to some children and identify howimprovements can be made to increaseparticipation by all children in play.

This guide helps providers meet the needs of parents and children through the planning, design and management of accessible play spaces.

It is intended primarily for providers of publicplay spaces, and is largely aimed at localgovernment, although some informationmay be helpful to providers of supervisedspaces, schools and early childhoodcentres.

About this Guide

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Planning forAccessible Play

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1. The benefits of play

All children need to play. All children havethe right to play. When children play they are not just filling in time, they are learning to interpret their world.

Play facilitates the learning of life skills, and for this reason, the provision of qualityoutdoor play spaces is vitally important inlocal communities.

Through play children develop the qualitiesnecessary in adulthood, such as:

• problem solving;

• independence;

• self awareness;

• creativity;

• resilience;

• spatial knowledge; and

• flexibility and ability to deal with change.

Play is a vehicle for self-expression andsocial interaction. It is often described asactive, spontaneous, free, self-generating,purposeful, voluntary, fun, exploratory, andintrinsically motivated.

Play provides important motivation forchildren to become active, engage withothers, extend themselves and adapt and learn skills.

There are many physical, social, cognitiveand emotional benefits which accrue fromplay, and these are just as significant to a child with a disability as they are to allchildren.

Play is a critical part of growth and learning,and provides the opportunity for a child toreach their individual potential.

1.1 Types of play

Play is discussed in this guide according to developmental areas. This approach ischosen to highlight the many ways playcontributes to children’s development.

In terms of accessibility, it is important torecognise that children with disabilities may vary significantly developmentally from children of the same chronological age. Also, children with disabilities may be very capable with respect to somedevelopmental areas and not so capable in other areas. A typical approach tocategorising play according todevelopmental areas is:

• physical or active play: all kinds ofphysical movement and motion includingclimbing, balancing, hanging, running,swinging, and rocking.

A child is naturally curious

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• cognitive play: using the imagination,ordering, categorising and manipulatingobjects to construct or create, sensoryexperience, and problem solving.

• social play: experiences which involveanother child or a group of children, often involving games of the imagination,dramatic role play, rules, and creative orphysical activity.

While a developmental approach is used inthis document, it is useful to note that playmay also be categorised according to thefollowing criteria:

• the materials/equipment used (e.g. waterplay, sand play);

• the social aspects of play (e.g. solitary,associative, cooperative);

• the setting of play (e.g. indoor oroutdoor); and

• symbolic aspects of play (e.g.imaginative, dramatic play i ).

Agencies responsible for play spaces shouldremember that play has many dimensions.Play is not only physical, and play spacesare usually only the means to an end forchildren who use imagination and a range of other skills to create their own ‘playexperience’.

This is particularly important for encouragingparticipation by children with a disability,because while some children may not beable to swing from monkey bars, they maybe able to participate in games of theimagination, role play or with creativeelements.

For more information about how to designfor different types of play see Section 4: Play behaviour and play spaces: effectivedesign for maximum participation.

Enhancing play opportunities by providing elementsthat can be manipulated

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1.2 Play and ability

Play behaviour is not restricted to childrenwho can speak, run or hold a bat. However,children who are able to play independentlyclearly have an advantage.

For some children with a disability, life is tainted with experiences of isolation,loneliness and exclusion.ii These experiences are sometimes the result of a poorly designed environment, attitudeswhich reinforce difference and by specificimpairments and how these limit learningand independent participation.

Children with a disability may have moredifficulty in being able to:

• communicate with other players;

• engage in play for long periods;

• be spontaneous;

• draw on all senses to learn;

• physically do many activities;

• develop the skills to join in games;

• play with other children without adultsupervision; and

• access nature, and the multi-sensorystimulation it provides.

Usually a child is a key agent in his or herown development, using the physical andsocial environment as a way of exploring,discovering, testing and initiating. Forchildren with a physical, intellectual orsensory impairment, opportunities forlearning may be constrained. Timing iscritical. There is a significant window ofopportunity for children to develop in theearly years. Therefore it is most important to provide opportunities to promotedevelopment as early as possible.

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An accessible, inclusive environment makesit safer and more feasible for children toassist another child, reducing the need for adults to be constantly present.

1.4 Why provide play spaces?

Local government provides play spacesbecause the community values the benefitswhich come from play and recreation.

Councils and other organisations alsorecognise that in increasingly urbanenvironments children’s access to free play are rapidly shrinking.

There is also growing concern in the widercommunity about childhood obesity andother health and social issues. As play isintegral to growth and learning for humandevelopment, providing play spaces assistschildren to fulfill their potential as individuals.

For many children, designed environmentsare their main opportunity for outdoor play.This provides an increased responsibility forlocal government to ensure they providesupportive play spaces which reflect theneeds of all children.

1.3 Playing with other children

Playing with other children (or being withother children at play), can provide majorbenefits for all children. These include:

• modelling behaviour;

• a sense of social belonging;

• enjoying laughter and fun; and

• developing the skills necessary to play.

For children with a disability, these benefitsare especially significant because theyenable the development of other skills and encourage further activity.

If children with a disability are able toparticipate in play with other children, allparticipants can develop an understandingof the full spectrum of human abilities.These experiences powerfully shapechildren’s tolerance to difference, especiallywhen positively interpreted by adults.iii

Opportunities to play independently andwithout the presence of an adult can be rare for children with a disability, but are no less important for them.


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There are three essential factors whichdetermine successful public play spaces:

• play value;

• accessibility/inclusion; and

• safety.

A play space is more likely to be successfulif all three factors are considered together.Through use of materials, structures and theenvironment, children gain more value fromtheir surroundings.

Quality play spaces offer:

• an accessible environment whichsupports inclusion and participation;

• choices in the types of activities thatinterest children of a range of ages anddevelopmental stages;

• cognitive and imaginative playopportunities as well as physically activeplay;

• opportunities for people to meet and playtogether;

• sensory qualities which provide interest to children;

• a comfortable physical environment(shade, possibly shelter, winter sun);

2. Providing quality play spaces

• risk and challenge, as well as areasonable degree of safety;

• a combination of built and naturalelements (i.e. cubbies amongstvegetation, sand, logs), and spatialqualities which enhance activities (i.e.partial enclosure, or a sense of elevation);

• a balance between fast and slow; lightand shade, loose materials and fixedequipment, noisy and quiet spaces,smoothness and texture, enclosed andopen spaces, opportunities to move upand down; and

• amenities which are easy and comfortableto use.


2.1 Elements of play spaces

In any environment, both the degree of inventiveness and creativity, and thepossibility of discovery are directlyproportional to the number and kind of variables in it.iv

Children derive pleasure and satisfactionfrom engaging with their physicalenvironment in many different ways. Someof the things that stimulate play may bepurpose-built play activities such as sanddiggers, climbing equipment, ball courts,cubbies or swings. Other things whichstimulate play may be interesting spaces orsurfaces that suggest particular games, orencourage activities such as rolling, hidingor running. Alternatively play can betriggered by vegetation, sand or loosematerials that invite building, collecting or creative/imaginative play.

The wider the choice of play elements, the more likely it is that a child will findsomething in a play space they can enjoy.

Most play has:

• a physical element: what the child isphysically doing, where they are doing it,and what they are playing with;

• a symbolic element: what game the childis actually playing in their head, and

• a social element: who they are playingwith, if they are not playing alone.

As play providers, local councils usually onlyhave influence or control over the physicalenvironment1. A key aspect of this guide isthe link between the physical play spaceand the play which takes place there, andhow children with a disability can participatein that play.

2.2 Access and inclusion

Inclusive communities are those where allpeople are equally valued and have thesame opportunities for participation.v Aculture of inclusion implies an environmentwhere all people are welcome.

In an inclusive environment all children aregiven the opportunity to develop their skills,interests and abilities and are supported toreach their full potential.

Universal design means that environments,services and products are useable andaccessible for people of any age and ability.Universal design improves the quality of lifefor everyone. Conventional design caters forthe ‘average’ person, while universal designrecognises that people have a range ofcapabilities.

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1 unless the play spaces are supervised, or have leaders.

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Access, inclusion, participation, equity, and dignity

The following points describe how a user of a play space might define each term.

Access• Able to physically get there from the street and from the car.• There is seamless access to the main activities and through the space.• There are contrasting elements and landmarks that help me find my way around.• There are manageable grades at level changes.• There is enough headroom to fit underneath.

Inclusion• Welcomed by signage and details that make me think others want me here.• Able to be included with everyone else, although I might not be able to do what others

can do.• There is space for me at tables and drinking fountains and in swing seats and at things

that move.

Participation• Able to take part in activities alongside and equally with everyone else, and do them

to the best of my ability. I can:• reach movable items, and main points of interest;• get my knees under counters, tables and the like;• use gadgets; and• choose what I can do and where I can go.

EquityI am:• able to use the same entrance as everyone else;• able to sit where everyone else sits, next to my friends;• not excluded by the design; and• able to play with other children in my neighbourhood just like they can.

DignityI am:• not made to feel uncomfortable and that all attention is on me, or that anyone has

to make a fuss to let me do things;• able to go to the toilet in privacy, and have my pants changed; and• not made to feel embarrassed.

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Graduated challenges

A play space should have risk andchallenge and allow new things to beencountered. This enables a child toexperience adventure and learn newskills, including adaptability and resilience.

As danger relates specifically todevelopmental age and ability, somespecific areas/or pieces of equipmentmay be designed to target a specific ageor ability group. However, these wouldgenerally be sited in conjunction withfacilities and setting attributes that appealto a range of users.

The principal age group categoriesshould be the same as those used inequipment design, on the basis ofergonomic and typical skill differences.Age group categories are:

• under three years;

• three to seven years (which can bebroken down to three to five years andfive to seven years to reflect the waythey visit play spaces);

• eight to 12 years; and

• 13 years and over.

As the range of abilities in any populationwill be wide, graduated physicalchallenges should be provided (where achild is able to try out things at a levelthey feel safe with). This ensures thatchallenge is not inadvertently designedout to meet accessibility objectives.

2.3 Safety

Safety and risk in play spaces

Feelings of safety, and conversely of risk ordanger, are very subjective. People respondto hazards very differently. Although manyhazards to children are physical, parents are also conscious of social risks andundesirable behaviour which could put their children at risk. For some children there is considerable challenge in touchingsomething new, or in engaging with newpeople.

Playgrounds have many inherent physicalchallenges which pose risks to some users.As challenge is a crucial element in play, the elimination of risk-taking is highlyundesirable.

Risks and challenges are necessary forchildren to test their abilities, to learn new skills, and to experience a sense ofadventure. Opportunities for risk-taking inunsupervised play help build self-confidenceand resilience, which are two key protectivefactors for mental health.vi


Some children can climb anything

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‘Positive’ challenge

Children need to be able to make deliberatechoices to undertake particular challenges,and have access to graduated challengeswhich motivate them to have a go.

Some challenges encountered in playspaces make a positive contribution tochildren’s learning of new skills. Theseinclude:

• learning to deal with various types ofmovement;

• activities which require particular cognitiveability, strength, endurance, skill or size beable to undertake them;

• learning to deal with increasing height;and

• learning to touch unfamiliar textures or to explore a complex space.

Unacceptable risks

There are other types of hazards or dangersin play spaces which do not contribute toplay or to children’s development orlearning. These include timber that splinters,sharp protrusions, crush points, entrapment,hazardous ground surfaces and triphazards. Inherent design faults can also behazardous such as poorly placed swingswhere children can run across their path.

Fortunately, most of these hazards are wellknown and easy to prevent. Compliancewith current Australian Standards forPlaygrounds makes it less likely that childrenwill be exposed to these kinds of dangers.For a list of current playground safetystandards, see Attachment one.

Children of varying ages and abilities need to be able to find the right degree ofchallenge in the physical environment, butshould not be exposed to undue dangerwhich they are unable to deal with.

Dangers are risks which cannot beovercome by learning or throughexperimentation, because they are beyond the physical and perceptual abilities of the child.vii

‘Hidden’ dangers place a child at risk ofinjury because they are unable to perceivethe hazard in advance.

Variation in cognitive, physical andperceptual skills affects the ability of childrento avoid injury. Very young children arefrequently placed at risk because theirinherent curiosity and sense of adventuremay lead them to situations where they are exposed to danger, through climbing,running or exploring.

Children with a disability may also bevulnerable to similar hazards. At the sametime they are often over-protected fromopportunities to learn to deal with risks and challenges themselves.


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Children using mobility aids, or children whohave limited muscle control or an intellectualdisability, can be exposed to higher risk inplay spaces due their inability to perceive ahazard, or to avoid hazards.

While the Australian Standards for Accessand Mobility do not apply to play spaces,and were not prepared with play spaces inmind, they do contain information that isuseful in thinking about the accessibility ofplay equipment and spaces.

Due to the risk of UV radiation exposure inoutdoor play spaces, it is also desirable tocreate well-shaded play spaces.

Unintended access to hazards

When developing play spaces, planners andproviders need to be aware that in trying toprovide challenges for some children, andcatering for all ages and abilities, there maybe instances where a child can reachheights or openings which present a hazard to them.

There is a need to assess risk to unintendedusers: the toddler, or the child using amobility aid who can now reach the top of adeck via a ramp that may fall through a wideopening. There is also the risk of misuse,where a child on a bike can reach the top of a high slide.

These challenges are not difficult toovercome if they are addressed early on.However, they should not be used as anexcuse to avoid providing challenges in a play space. For more information aboutdesign issues and solutions, see Section6.2: Ramps.

Natural shade

Shade structure

3. Planning and upgrading play spaces

3.1 The value of planning

Before undertaking any detailed design of a play space, it is important to look at thenetwork of play spaces within a municipality,and determine whether they provide adiverse set of opportunities for children andparents.

Understanding the play qualities andaccessibility offered by each space ensuresbetter decisions can be made aboutpriorities for development and availableresources.

A strategic approach to planning ensuressites are used to their best advantage andthe needs of residents are met, whileavoiding duplication and over-investment in the wrong places.

This approach can also help councils decidehow to make existing play spaces moreaccessible to a wider range of people.Likewise, if access issues are consideredfrom the outset on new projects, costlyrectifications will not be needed down thetrack, saving money and time.

Decisions about play spaces should alsotake into account the safety and condition of existing facilities, how they contribute tothe network of play spaces, and which if anyfacilities need to be removed, modified orreplaced.

Planning steps

There are a number of steps involved inplanning for more enjoyable, accessibleand safe play spaces. These include:

• assessing existing play spaces across a municipality including theirdistribution, adequacy, character, and degree of accessibility;

• establishing a framework for futureprovision (i.e. find a balance betweenwhat is needed and what ismanageable and affordable);

• establishing a budget which recognisesnot only the cost but the value of playspaces and ongoing maintenance;

• involving local residents andstakeholders;

• identifying a clear vision of the functionand objectives for individual spaces;

• selecting a site using some clearcriteria;

• designing and constructing the space;

• managing the space - monitoring andmaintenance; and

• marketing the space and distributinginformation about availableopportunities.

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Regional or local?

Large regional play spaces are important as special places for family outings andoccasional visits. However, local orneighbourhood play spaces which areaccessible to children from home may bemore significant in children’s lives becausethey visit these spaces more often. Theseare also the spaces that many children canlearn to use independently.

Investing in quality and accessibility at alocal level makes a big difference to the lives of many children, particularly those with a disability.

There are many factors which influencewhether a particular space is suitable fordevelopment as a play space. Theseinclude: the location of the park; its size and other characteristics; the type of space; and the catchment it serves.


3.2 Providing diverse playspaces

It is not practical to provide a full range ofservices and facilities at every play space.Play spaces need to vary in size, play valueand degree of accessibility because they aredesigned to serve different types of userstravelling varying distances to meet differentobjectives. Differences may also exist due tothe history of each play space and the levelof resources available for development.

The nature of planning and the scale ofdevelopment and community consultationshould generally be in line with who thespace is designed to serve and how farpeople are likely to travel to get there.

Regional or ‘destination’ play spaces tend to serve a wider catchment than local playspaces and provide for longer visits. They generally offer car parking and morespecialised equipment or features to providefor a wider range of abilities and agegroups. They also attract larger numbers of people who stay for longer periods oftime, and often need to include picnic areas, toilets and change facilities whichcater for children and adults with a disability.

Smaller spaces in local areas

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In addition, site selection criteria are differentfor a regional play space in comparison to alocal neighbourhood play space. In general,a regional play space should be:

• prominent;

• free to access;

• central to the population it serves;

• positioned strategically in relation to othersimilar facilities;

• accessible via public transport; and

• served by a shared pathway.

The best play space sites are also likely toprovide:

• a choice of seamless routes around thespace and to the activities;

• enable parents and carers to supportchildren playing;

• accessible amenities; and

• clear and logical relationships betweenactivities.


3.3 Establishing a vision for a play space

It is important to identify the role of the playspace within the surrounding network ofparks and other facilities. This is bestachieved through a strategic plan for playspaces across a municipality.

It is also important to integrate the interestsand concerns of the local community withthe role of the proposed play space, and todevelop a vision and objectives for the newplay space.

This vision will guide management once theplay space is built, and can be used as thebasis for decision-making and futuredevelopment.

Caloundra City Council successfully achieved theirvision for an accessible play space

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3.4 Deciding on the degree of accessibility, inclusion and participation

There are varying degrees of accessibility in the physical environment. What is an‘accessible’ space for one person will notnecessarily be accessible to another. Forexample:

• Some designs that make access easier for some people create complications or even hazards for others.

• Some people have very specificrequirements and these cannot always be met, especially in smaller local playspaces.

• Some ‘access’ solutions may betechnically and physically accessiblebut don’t encourage play, and may be

inconvenient, segregating or undignified.

A key goal is to provide accessible playspaces that lead to social inclusion andparticipation in play by children with adisability.

Design improvements can always be madethat will make a significant difference formany people.

Determining how accessible to make a play space is best done by thinking aboutmunicipal play spaces as a whole, andexamining how each one contributes to adiverse ‘package’ of opportunities for thecommunity. It is also important to determineif a particular type of play space is suitablefor a particular location.

There is no one way to provide access forevery person and there is no set of rules tomake a play space accessible. The bestoutcomes will occur when decision makershave a high level of awareness aboutdifferent abilities; have access to a widerange of information; and can use thisinformation strategically in the context of a municipal plan for play.

What to aim for

When planning a new play space ormodifying an existing one it is good to aim for:

• physical access to a choice of activities;

• opportunities for all children to join insocially with others;

• a range of accessible play activities andsettings within a site and across a varietyof parks, to maximise choice. This choiceshould include:

o various types of movement possibilities;

o different degrees of challenge andscale within the play activities (ratherthan a distinct age separation);

o creative and sensory play;

o opportunities that foster socialinteraction and imaginative/role play;

o artistic and natural elements; and

o opportunities to manipulate theenvironment.

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Access Advice

There is an increasing industry of peopledescribed as Access Auditors who canprovide advice on how best to solve someof the issues concerning the provision ofaccess in an urban environment. However,strict observance of Access and MobilityStandards can conflict with PlaygroundStandards, and can often require veryexpensive solutions that add nothing – or even contradict – play value.

If there is an understanding about their areasof expertise, access advisers can be an assetto good play space design development.When engaged in this way, it is suggestedthat this expertise is most useful at thebeginning of the planning process, so that planning and design can reflect theircontribution. Their advice can assist withaccess to the play space, general amenities,and possibly movement through the playspace. They may also assist in specific designsolutions for particular points of interest.

3.5 Design stages

The concept

The design of most play spaces starts with a sketch or diagram indicating therelationships between activities and spaces,overlaid with an accurate site plan,preferably with contours or spot levels.

This is progressively refined and enhancedwith more detail through various stages.

The degree of detail depends on the sizeand complexity of the project, the budget,and on how the play space will beconstructed.

Sometimes play equipment manufacturerssupply concept plans for equipment andthese are approved for construction withoutthe need for more detailed drawings. Atother times a fully documented landscapeplan is required.

Analysing accessible features duringdesign

Once a concept has been prepared for aplay space, it is important to ask thedesigner or supplier about the accessiblefeatures of the design.

Although it is not realistic that every playspace is fully accessible to all children, thefollowing features should be examined whendesigning play spaces:

• safety and play value in general;

• accessible paths of travel into the park, tothe playground, and to specific activities;

• how a child with a sensory or intellectualdisability might use the space;

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• activities that are accessible front-on from a wheelchair;

• activities that encourage socialinteraction, and allow children with adisability to have an opportunity to playalongside other children;

• connection between accessible elementsof the play space at ground level andelevated elements;

• elements that can be manipulated by the hands, feet and even the head;

• how loose materials, natural elementsand sound experiences can be accessed.

The way play spaces are designed sends a message to people about how welcomethey are.

Design and construction

Design details need to be clearly conveyedto those constructing the works and not leftopen to interpretation. The most importantdetails are those that affect:

• the play value and qualities of the space;

• the accessibility of the play opportunities;and

• safety.

Any special design details need to be clearlyshown.

Access and inclusion should be consideredfrom the outset at concept stage so thataccessibility is not an expensive ‘add-on’.

Problems may arise when there is a lack of understanding of accessibility issues bythose constructing the play space, andwhen universal design elements have notbeen interpreted correctly.

Encouraging dialogue between designersand building contractors during theconstruction of a play space can avoidmisunderstandings. Small details can makea big difference to the accessibility of a playspace. Therefore, it is a good idea to:

• encourage the contractor to liaise with the design team during the constructionphase;

• ensure the designer is able to brief thebuilding contractor and ‘walk themthrough’ the drawing to identify criticaldetails;

• invite the designer to undertake contractadministration or regularly inspect worksin progress to pick up any expensivemistakes.

Play space providers are required to ensurethe design, construction and installation of a play space conforms to AustralianStandards, and should provide theresponsible authority with a writtenstatement to this effect before the space is opened to the public.

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3.6 Modifying existing play spaces for accessibility

In recent years there has been a trendacross Victoria towards building large, ‘all ability’ play spaces that are accessiblefor a wide range of children.

However, for most Councils andcommunities, an equally important issue is what to do with existing playgrounds,many of which have been provided beforethere was widespread understanding of, or community pressure for, inclusion andaccess.

Faced with a number of existing play spacesthat are inaccessible for some children, thereare a number of options Councils canconsider. These include:

• building one big accessible play space –before improving the accessibility andvalue of other spaces;

• addressing key issues across all playspaces (e.g. providing an accessible pathof travel to most spaces, adding morenatural elements, or adding a new wing of equipment);

• identifying where the population ofchildren with a disability live, and seekingto improve their key local spaces;

• identifying a package of key spaces (e.g.all district play spaces) for redevelopment/retrofitting over time); and

• negotiating with schools to upgrade anduse their playgrounds and incorporatethem into Council’s strategic planningprocesses for play areas.


Parents of children with a disabilityhighlighted the following issues whenattempting to access some play spaces.These included:

• not feeling welcome or belonging, and not being included in social activities;

• facilities not designed to include parentsand carers;

• inappropriate surfaces;

• difficulty navigating or lack of ‘landmarks’;

• lack of accessible support facilities suchas accessible toilets, change areas, seats,car parking, fencing and drinkingfountains; and

• not being able to participate due to the design of equipment.

Priorities for parents of children with adisability include: an accessible path oftravel to the park and in and around thespace; features or things to do that aredesigned to be usable, age-appropriate andenjoyable for children with a range of ages,abilities and sensitivities; and accessibleamenities and support facilities.

This play space is welcoming in its design

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Opportunities when upgrading

Common reasons for upgrading an existingplay space are that all or some of theexisting assets are ageing, may be unsafe,or lack play value or amenity.

There are several opportunities for plannersand providers when upgrading play spacesfor accessibility. These include:

• enhancing the play value of the space for all children. Especially consider naturalelements and loose materials as theseare typically under provided inplaygrounds, and provide these in anaccessible way;

• including accessible paths of travel to andthrough the space, and providing accessto any special activities that all childrenwill want to enjoy;

• increasing social opportunities, andenabling a wider range of children to playtogether. For example, choosing itemswith multiple seats or places side by side;

• only modifying structures that are suitableand cost effective to modify; and

• retaining items and features that offerchildren good play value, are safe andvalued by residents, even if they cannotbe made accessible.

When considering options, it is important toconsider the role of the space in relation toothers, who it serves, how long people willstay, and the distribution of play spacesacross the broader region.

Sites with the following features may provideconsiderable advantages and cost saving interms of meeting a wide range of needs:

• existing accessible toilets;

• sealed pathways;

• some shade, drinking fountains/watersupply and BBQ/ picnic facilities;

• minimal potential for conflict withresidents/other users;

• a slope to enhance cost effective ways to reach elevated play opportunities;

• an absence of special heritage/ planningconsiderations that may prolong theplanning process or compromise thedesign; and

• established vegetation for shade, amenityvalue and sensory exploration.

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The concept of ‘reasonableadjustment’

When considering upgrading play spaces foraccessibility, the cost effectiveness of theseupgrades needs to be assessed in terms of the value of the play space, and whatalternatives are available for local childrenwith a disability. This is often called‘reasonable adjustment’.

Modifications are usually only worthwhile if:

• they are a better option than startingagain;

• they can achieve multiple goals at once(i.e. improve social inclusion, participation,safety and play value);

• there is already considerable play value in the item or space to be modified;

• the modified area will provide long termvalue; and

• it does not compromise an existingfeature that is highly valued.

3.7 Consulting residents andstakeholders

Play space projects are more likely tosucceed if families and other stakeholderscontribute to the planning process, and are involved in meeting their own needs.Children’s involvement is particularlyvaluable.

As people with a disability have very specificrequirements, their contributions to suchprocesses are vital.

The degree of consultation required for anyproject depends on the importance of theproject, the sensitivity of the site, and thekind of information Council officers might beseeking. The best consultation processesare two-way processes that involve ongoingdialogue and mutual learning.

Effective community consultation offers thefollowing benefits:

• a sense of ownership by the community;

• a better understanding by Council of thepotential users’ needs, and how to designfor them;

• an understanding of the local context andculture impacting upon the space; and

• forming relationships that can benefitother projects.

Most consultation processes involveengaging a local community, through avariety of techniques (such as surveys andpublic meetings) or asking groups to publisha request for interested parties to becomeinvolved.

Input can also be requested from any of thefollowing:

• disability support groups and peak bodies(e.g. Association for Children with aDisability);

• access workers;

• Access for All Abilities (AAA) Programproviders;

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Tips for consulting

Before designing or upgrading any placespace, it is a good idea to collectinformation from the local community aboutthe patterns of use of existing places, aswell as specific needs and interests. It ispreferable to use open questions such as:

• How do you or your family use the park at present?

• What kinds of activities would you andyour family enjoy?

• Are there any particular themes that youthink would suit the character of thepark?

• Do you or your family members have anyparticular access requirements that wouldaffect the design?

Questionnaires are useful when seekingfeedback on a concept plan.

In addition, people can be asked if theywould like to receive more information abouta project or be invited to a public meeting.

• MetroAccess and RuralAccess workers;

• services provided by councils (e.g.children’s services, disabled parkingscheme, respite care and communitycare services and recreation programs for people with a disability);

• local schools (including specialistschools); and

• early intervention services.

Involving children

It is important to engage children in theplanning and design of play spaces,wherever possible.

As the major users of play spaces, childrenhave a wealth of experience and opinions.Watching children at play is another goodway to find out what they like to do.

Engaging children in other ways is alsovaluable. Some children may be able torespond verbally or in writing or drawing,while others may prefer to construct theirresponses from a range of 3D materialssuch as clay, playdough or collage items.

Instead of simply asking what children want,it is sometimes more useful to ask:

• what they like to play;

• the kinds of spaces they like;

• what features and activities interest them;and

• what their siblings like to do, and whatthey like to do as a family.


A child can give valuable insight into what they areinterested in

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When running a public session to includepeople with a disability, material needs to be both visual and audible, and an Auslan(Australian sign language) interpreter may be required for those who are deaf or hardof hearing. In addition, it is a good idea toleave plenty of time for proceedings, to caterfor people with complex communicationneeds.

3.8 Management of play spaces

After a play space is constructed, it needsto be marketed, monitored and maintainedto ensure it continues to meet the needs ofusers. It is also a good idea to put aside abudget for minor improvements.

Monitoring

Maintaining open dialogue with keystakeholders and play space users isimportant after any play space is completed.

Monitoring a play space involves observinghow the space is used, and talking to usersabout what they like and don’t like. This canhelp identify any items that may need to bemodified, or the kinds of activities that aremissing and could be added in the future.

The best observers of play spaces arepeople who work in parks or use them.Councils are encouraged to involvemaintenance staff in the monitoring and assessment of play spaces.

Marketing and promotion

Marketing play spaces to potential users is an important part of managing them.

Information which is readily available andaccessible helps users make informedchoices about how to get there, what tobring and how much assistance they may need. This information is particularlyimportant for families who are looking forplay spaces that meet their particular needssuch as a play space with wheelchairaccess, a fence, or is suitable for toddlers.

For many people with a disability,considerable effort is required to go out atall. For a trip to be successful and enjoyable,information about access, public transportand accessible facilities is very important.

Marketing material about play spacesshould include:

• a brief description of the space and itsmajor features;

• the address and a location map;

• classification/type (i.e. is it a regional playspace or a local space?);

• proximity to public transport and sharedtrails;

• car parking facilities;

• whether the space is fenced;

• nature and accessibility of supportfacilities such as toilets, picnic shelters;

• suitable age groups; and

• nearby facilities such as a lake, boardwalk,ball play area or café.

If resources allow, a ‘virtual tour’ could be provided for very special spaces. For example, seewww.boundlessplaygrounds.org

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Ongoing maintenance

All playgrounds require ongoingmanagement and maintenance.

Maintenance tasks include: regularinspections and cleaning; rubbish removaland repairs; graffiti removal; raking andtopping up loose surfaces; mowing andmaintaining garden beds and vegetation.

The more intensively a play space is used,the greater the need to budget for regularmaintenance. For regional play spaces,inspections sometimes need to be daily atbusy times of the year. Routine visualinspections should be supplemented byregular operational inspections and detailedannual inspections.

Managing risk

The concept of risk is often interpreted in terms of hazards or negative impacts.Organisations which manage risk effectivelyare more likely to achieve their objectivesand do so at lower overall cost.

Risk management of play spaces involvesthe systematic application of management,policies, procedures and practices. Allauthorities responsible for play spaces areexpected to operate in accord with relevantAustralian Standards. See Attachment one.

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Design Issues andSolutions

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4. Play behaviour and play spaces: effective design for maximum participation

The most effective play spaces are thosewhich engage and stimulate children, andthat they can access and move through.

Play spaces that provide settings forchildren (regardless of their age or ability) to play in different ways each time they visit,are extremely valuable. Such spaces maybe small and simple or large and complex.For example, planting, sand, rocks, logsand other terrain are endlessly adaptable for many activities.

As mentioned earlier, play takes manyforms. It is important for planners andproviders to recognise that physical activityon play equipment is only one of manyways that children like to use theirenvironment. This is particularly importantfor encouraging participation by all children.While some children may not be able toswing from monkey bars, they will be ableto be included in imaginative play, role playor creative play.

Children use typical items or areas withinplay spaces for different purposes. Anunderstanding of how play spaces are usedhelps planners and providers to address thedifficulties some children face when trying toparticipate fully in play.

The following discussion is based aroundfive key themes listed below:

• Mastering particular skills or challenges.

• Enjoying particular types of physicalactivity and movement.

• Experiencing the sensory qualities of theoutdoors.

• Using the environment as a prop for play.

• Engaging in social play as an end in itself.

Each of these themes offers certainchallenges for planners and providers interms of maximising potential play value andlearning, increasing participation by childrenof all ages and abilities, and minimising therisk of injury.

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All children gain satisfaction from learning to deal with challenges and from developingskills as they get older, and this is a criticalpart of learning for life.

For some children it will be very difficult toever achieve mastery over certain physicalchallenges. Therefore, play spaces need toprovide alternative opportunities for childrento master skills on their own terms. It maybe they can compose something on amusical panel; they may learn to accuratelypress a button which activates a mini trafficlight on a bike path; or they may learn to sitindependently on a rocker, given theappropriate hand or back support.

The richer and more flexible the play setting,and the greater the range of ways the spacecan be used, the more likely any child will beable to find something they can master.

4.1 Mastering particular skills or challenges

The physical environment provides many challenges for children. Mastering achallenge can appear to be an end in itself.At other times, a challenge needs to beovercome in order to get somewhere, or to play with something else.

A child’s sense of achievement andindependence can be derived from:

• operating something successfully (cause and effect);

• completing a complicated sand castle or construction;

• reaching the top;

• making it to the end;

• maintaining balance;

• finding the way through a maze;

• completing a circuit; or

• doing it faster, higher or in a different way.


Cause and effect – contributes to a sense ofachievement

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Different types of challenges include:

Critical heights

Children may wish to use equipment whichinvolves hanging by the arms (i.e. monkeybars or horizontal ladders, track rides,overhead rings). However, these items areoften provided too high for inexperienced,smaller or younger children to reach them.These children often ask adults to lift themup to heights that may be unsuitable. Or, ifon their own, they can jump, miss the rungsand fall. Clearly older children require heightso they can use the item effectively. But ifsuch items, which are usually quiteinexpensive, were duplicated at differentheights, children could practice theseactivities at appropriate heights.

Routes along or up

Reaching the top of something can bechallenging, especially if children need to do this in order to play in something such as an elevated cubby or use a slide.

By providing a choice of ways up, a childcan choose the kind of access that suitsthem.

• Make sure exciting things are notreachable only via very challengingaccess points (unless the designdeliberately intends this) Note: manychildren find rungs or flexible materialsdifficult to use.

• Many children, as well as adults helping a child climb to the top, need firmpredictable treads such as stairs.However, stairs may be less interesting to some children seeking more of achallenge so it is important to include a range of ways to get up and down.


• A ramp makes it easier for everyone to reach the top but ramps havedisadvantages as well as advantages.See Section 6.2 Ramps.

Other challenges

For many children it is challenging to makesand come out of a mould cleanly or tomake a small stick house stay up. Childrenfind challenges in many aspects of their playand this changes over time. If loosematerials, creative play options and a varietyof spaces and materials are available tochildren they often find their own challenges.

4.2 Physical activity and movement

Many types of movement are not onlyenjoyable for children but also areconsidered essential to physical, sensory,cognitive and emotional development.

Many physical therapies involve movementand giving children the opportunity toexperience movement in a variety of ways to promote their development and sense of achievement. In addition, physical activityis necessary for health and is particularlyimportant for preventing cardiovascular andrelated diseases.

Gross motor skill development (e.g. running,jumping, climbing, hanging) is not onlyimportant for motor sensory developmentbut it is necessary to help a child join insocially.


Motion is important in many types of play.Children may enjoy motion for the inherentphysical pleasure it offers, and they mayalso use it to:

• have fun with others (such as a smallgroup playing on a carousel or swingingtogether);

• challenge themselves or others (swinghigher, spin faster);

• support an intimate conversation whilegently rocking together; and

• learn about how their body moves and to experiment with different movements.

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Good play spaces provide a range ofopportunities for movement and should be flexible enough so that children canengage with moving objects in differentways, depending on their mood, interests,abilities and the degree of support theyneed.

The more ways a piece of equipment or aspace can be used, the more value it offersto children of various ages and abilities.

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Movement as it affects development

Children need to experience certain types of movement for body and brain development.Motor sensory development depends on sequential progression through several stages ofgrowth. If the progress is interrupted or incomplete, learning difficulties, poor social skillsand/or poor coordination can result.

Movement influences the following types of development:

Vestibular developmentVestibular development is linked to the development of the inner ear, balance andcoordination. To promote this type of development, children need opportunities forspinning, rocking, swinging, rolling, bouncing and balancing.

Proprioceptive developmentProprioceptive development is connected to the sense of where the body is in space; the sense of the extremities and spatial awareness and how to move the body within a defined space. To promote this type of development children need the experience of: • receiving or applying pressure;• being underneath; • squeezing into tight spaces;• being on top or looking out;• hanging upside down; and • balancing.

Gross motor developmentGross motor development involves using the large muscle groups, and promotes strengthand coordination. It may include walking, running, jumping, hopping and skipping. It alsoincludes kicking, stepping, sliding, wheeling, hanging and climbing.

Fine motor developmentFine motor development involves the use of fingers and hands for finer tuned tasks suchas pressing buttons, turning handles, scratching, rubbing, grasping, poking and patting.

Hand/eye coordinationHand/eye coordination involves activities such as throwing and catching, reaching,accurately grasping handles or grips, and coordinating movements such as climbing a ladder.

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4.3 Supporting physical activity and movement for all children

Many children with particular types ofimpairments miss out on play experiences,which can impact on their overall skilldevelopment.

To enable all children to experiencemovement, specific adaptations of standardplay equipment may be required in terms ofsize and support mechanisms.

It is important in all neighbourhoods orcommunities for there to be choices so thateveryone is likely to find somewhere to playthat suits them.

As a general principle, planners andproviders should select those items that canbe used by the most people, especially forsmall play spaces where multiple items arenot feasible.

When designing or upgrading play spaces, it is important to support and promote awide range of physical activities.

Opportunities for improving physical accessfor all children are discussed below underthe following categories: rocking andspinning; swinging; wheelchair swings;sliding; tunnels and squeeze experiences;activities promoting gross motor skills; andactivities promoting fine motor skills.

Rocking and spinning

It is a good idea to provide rocking andspinning items that can be used by adultsas well as children. Other designopportunities include:

• backrests, footrests, and good handsupport to make these items easier touse for many people;

• double rockers with side-by-side seatsand back support to allow more peopleto use them;

• rockers with different width seats toaccommodate a range of sizes;

• longer/deeper seats to allow a child to sit in front of an adult; and

• rotating equipment that allows a largegroup to play together and to use theitem in numerous ways.

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Wheelchair swings

Wheelchair swings provide a valuableopportunity for some children with adisability to experience the sensation ofswinging. However, there is some debate in the industry about whether they promotesegregation and are not all-inclusive.

Due to their size and weight, wheelchairswings are generally fenced and the ramplocked to minimise the risk associated withincorrect use. They are also expensive.Things to consider before/during installationof a wheelchair swing are:

• Carefully weigh up the cost effectivenessand benefits of a wheelchair swingcompared to other alternatives.

Swinging

Swinging is a very popular activity in publicplay spaces. If swings are accessible bywheelchairs, stable enough to get onto andoffer a choice of seat designs and support,they can be accessible for many children.When providing swings in a play space, it isworth considering a variety of seats such as:

• small, enclosed, toddler seats;

• flat firm seats;

• wide, flexible seats large enough for anadult;

• seats with back support, that are highenough for an older or larger person notto get their feet caught underneath,and/or low enough to make transfer outof a wheelchair easy; and

• seats with handles to assist the motion of swinging (by the child in the seat).


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• Place the wheelchair swing on aninteresting route within the play space,and close to where other children areswinging.

• Provide shade and orient to avoid sun inthe eyes of users.

• Ensure any sign on the swing indicates it is for everyone but care needs to betaken when it is in use. Signs may alsoindicate correct use.

• If fenced, use material that does not blockthe swing from view, and consider a lowerfence that still protects bystanders fromthe momentum of the swing and crushrisk.viii

Sliding

Sliding is an exhilarating experience forchildren and helps them to developbalancing skills and confidence.

Consider providing different ways of sliding,and slides at varying degrees of height andchallenge.

Slide poles, tube slides, spiral slides, doubleslides, curved slides and wave slides allprovide varying degrees of challenge andsensory experience. They can be attachedto structures, fixed into mounds or mouldedout of solid forms. Sliding can also form partof a social experience if the activities areconnected.

Take care at the run-out where children mayexit at speed. Slides should not exit into asand play area or other sedentary activityarea and paths of travel should not cross aslide exit point. The run-out of a slide shouldbe long enough to slow the child as theyreach the ground.

Tube slides offer containment althoughsome children find the enclosed spacefrightening. For other children, climbing on the outside of a tube slide can bedangerous. Things to consider wheninstalling slides are:

• mound slides may require careful designto prevent children using them on skatesor bikes;

• wide or double slides with relatively highsides enable a child and carer (or sibling)to slide together for support, security orchase one another;


• deep slides contain a small child; and

• suitable hand grips or rails, and anaccessible transfer deck (approximately450mm above the deck height) at the topof slides so children with mobility aids or a carer with a child, can transfer on to the slide.

Tunnels and squeeze experiences

Experiences such as squeeze passages,rollers and tunnels encourage proprioceptivedevelopment or sensory input that tells usabout movement and body position.

When tunnels are provided in a play space,you may want to consider a choice ofdiameter that allows access for awheelchair. In addition, different sensoryexperiences such as light and colour, andplaces to look out, are important. A plantedtunnel provides a special kind of enclosure.

Padded poles placed closely together orclose planting to squeeze through provideparticular benefits to some children and add another interesting experience for allchildren.

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A choice of ways up and down

Double slides allow for more social play, as well ashelping with supervision or aiding a child

Squeeze experiences encourage proprioceptivedevelopment

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• providing accessible routes up andaround equipment;

• offering opportunities to leave awheelchair out of the way at activities(e.g. at swings and beside climbingstructures) so that children with limitedmobility are still able to participate inphysical activities; and

• providing graduated challenges such aslow, wide, and flat balance beams andthose that are higher, narrower and withcurved or more challenging surfaces. Alsoprovide some wide steps with low risesand others with smaller treads and higherrises.

Activities promoting gross motor skills

Equipment which promotes gross motorskills includes things such as climbing up aladder or stairs, walking on uneven surfaces,clambering up a rock wall or sliding down aslippery dip.

Choices in scale, challenge and in how tohang on or sit on an item make them moreadaptable and usable for a wide range ofchildren. Things to consider when installingitems that promote gross motor skills are:

• investigating an associated space for ball games and kick-to-kick activities that promote social cooperation and skilldevelopment;

• providing a sealed path network and ballplay area where it may be an advantageto have wheels;

• including an adjacent grassed area spacefor ball play where a child may lie andwatch from a distance;


This clatter bridge presents a challenge to a smallchild, and enhances gross motor skill development

Children play in all sorts of ways, not just on playequipment

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• interactive, movable items and panelsprovided within reach of a child in awheelchair (front on, with legsunderneath) that do not require greatphysical strength or fine motor skills tooperate such as steering wheels withadjustable columns, musical elements,levers, pulleys and gadgets, and things to pull up;

• elements at different heights or, wherepossible, with height adjustable supports;

• opportunities to get out of a wheelchair orsit in supported way to reach elementssuch as sand, water or small items thatcan be manipulated by hands or feet.

Activities promoting fine motor skills

All children enjoy the challenge ofmanipulating smaller objects as well asmore active play. However, for children withlimited muscle control, great enjoymentcomes from practising and accomplishingsmall movements that many of us take forgranted. Things to consider when installingitems that promote fine motor skills are:

• items that move - that can be turned,struck with an arm (instead of a hand),with a fisted hand or by feet;

• experiences which promote upper bodystrength and/or hand skills such as pullingon a rope to lift buckets of sand or water,pulling on rope(s) to move themselves(e.g. a wheeled trolley), pulling on leversto activate motion;

• activities using vertical or sloping surfacespromote increased wrist extension,shoulder strength and stability;


Items that can be struck to make a sound can providea sense of achievement and enjoyment

This panel could be more accessible if the child couldsit facing it

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4.4 Sensory play

For some children, the sensory qualities of aspace are all-consuming. Others depend onparticular senses for pleasure, for orientationand to learn about their world.

Play spaces can provide opportunities toenhance children’s experience of texture,sound, colour, pattern, light, smell, spaceand motion. These sensory qualities are very important to particular children.

Sensory experiences can be used in a playspace to engage a child who may be unableto use other physical elements. If there isroom for a carer to help, or for more thanone child to play, these activities can beparticularly satisfying.

A range of sensory items can provideinteresting and engaging alternatives tophysical challenges. Such items include:

• sound and musical activities;

• small elements that move and respond to touch such as abacus beads, plantingand interactive sculpture;

• patterns along which children can runtheir fingers, follow and explore;

• planting that provides smells, shapes andforms and sounds.

Sensory qualities can also create adistinctive and memorable characterthrough things such as light shining throughleaves or something transparent, the smellof particular vegetation or materials, plantingthat indicate seasonal change, or a storytold through art works.

Sensory qualities can be used as a rewardfor effort, or invite further exploration such as a special sound that occurs when a childreaches the top or an appealing texture thatmay encourage a child to feel their wayalong a route.

These qualities can also help children orientaround a space, enhance safety and act asa warning. Examples of this type of use ofsensory items includes textured paths,coloured contrasts in ground surfaces,strong smells or sounds at particularlocations, and coloured hand grips whichcontrast with the surroundings.

Sound is made by stepping on the button

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However, it is worth remembering thatenhanced sensory perception in somechildren can mean that some sounds,noises and textures are very aggravating tothem. Care should be taken so that musicalplay elements, for example, are placedwhere they can be avoided if required.


4.5 The physical environment as a ‘prop’ for play

Children frequently use the physicalenvironment, play structures or playmaterials as a ‘prop’ in their activities. Theplay really occurs in the player’s mind andthe physical environment is just a means toan end for a child rather than the end itself.

This kind of play can be quite physical orsocial, involving groups of children running,wheeling or chasing. Or it may be solitary,based on imagination and fantasy. It mayhave well defined rules, implicit or explicit,and these may change according to theplayer’s involved. This play is stronglyinfluenced by the qualities available in theenvironment.

To engage at any level with the physicalelements in a play space, and to participatein play with other children, children need tobe able to physically move around as thegame progresses and to be able to use atleast some of the ‘props’ (or play elements,whatever these may be).

Each tube contains different dried native seeds andleaves. A puffer underneath blows the seeds torelease the scent through small holes in the tubes.The panel can be raised or lowered to a suitable nose height

Natural elements

Natural elements such as trees, shrubs,grasses and bark as well as soil, sand,water and rocks offer important experiencesthat influence a child’s cognitive and creativedevelopment.

Natural areas offer a great deal of amenity,beauty, changeability and unpredictability.They add to a child’s understanding ofecology and the world’s natural systems.

Some children have more difficulty thanothers moving, using or finding their wayaround a space due to:

• difficulty seeing;

• not being able to reach an item or fit intospaces where they want to be;

• not having the physical skills to climb,hang, sit unaided, or balance; and

• not being able to use loose materials, or they are not provided within reach.

Complex spaces, with spatial arrangementsthat encourage play between different items– and combine this with an overlay of looseobjects such as leaves, sand or water –provide maximum possibilities for play andengagement. This is equally achievable in asmall play space as it is for larger projects.

The following ideas are intended to helpplanners and providers ensure their playspaces are used by as many people aspossible.


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Horatio and Henrietta Hippos, commissioned by KnoxCity Council and the joint creation of Peter Corlett andAludean (Lu Skacej and Dean Colls)

A creative environment can spark any amount of play

Sometimes the simplest things can be played with byeveryone

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A natural setting also has a degree ofcomplexity, plasticity and manipulabilitywhich allows children to experience manydevelopmentally significant play behaviours,such as role playing, cause-effect actionsand constructive play.ix

Other possibilities for incorporating natureinto play spaces include:

• a range of planting types to encourageplay, such as tree climbing, weavingthrough dense planting and hiding inbushy cubbies;

• specific planting that encourages birds,native mammals and insects;

• a diversity of vegetation in the play spacerather than having a separate sensoryarea provides access for all;

• paths which meander through vegetationas well as raised garden beds;

Children with a physical disability often findaccess to the natural world difficult becausethe terrain can be physically inaccessibleand many elements such as leaves orflowers on trees may be out of reach.

Young children need exposure to andexperience in environments that providelearning opportunities in and about nature.Constantly changing natural environmentsprovide complex variations of texture,sound, light, smell, colour and temperaturethat challenge children to approach eachinteraction with the natural environment innew ways. Such interactions includeexperiencing wet and then dry surfaces,noticing the difference between wind blownand still branches and responding to birdcalls. There is potential for a new discoverywith each visit to the play space.

Natural play spaces also provide the ‘looseparts’ of play. Play materials such as leaves,twigs and gum-nuts can be used in avariety of ways according to the abilities andinterests of the player. Such play is uniquelysatisfying as there is no pressure toconform. Various ability levels and strengths,whether they are physical, imaginative,sensory or social, can be applied to loosenatural elements to promote meaningfulplay.


• a selection of plants that createinteresting 'loose parts' such as casuarinacones and leaves, flowering gums anddeciduous trees;

• a variety of soft natural surfaces such as tanbark, grass and leaf fall; and

• different smelling plants (although not so many that it is overpowering andconfusing).

Water

Water is a fundamental sensory element that is fun and easy to manipulate. Its form,colour and temperature can vary, and it canbe used with other elements to extend playopportunities (e.g. mud pies, floating leavesor rock dams).

Water is attractive because it provides riskand challenge. It can be used as aconstruction agent for play in the sand pit,or for use with a wide range of othermaterials.

The safest way to incorporate water is withsprays or a flow that does not pool.

Water can also be incorporated into playareas via ponds, shallow wading pools,flowing water channels, bridges over water,water jets in the pavement, hand pumps,channels (that can be blocked), taps,sculptures in shallow water, water walls, orvia simple mechanisms such as a tap andhose in the sand pit.

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Paths that meander create interest in what might bediscovered around the next corner

A journey that is an adventure

Play can also occur on water (e.g. floatingboats, racing ‘pooh sticks’) and in water.However, factors such as cost, supervision,surveillance, water restrictions andmaintenance can affect viability. If includingwater in the design of a play space, it isimportant to consider:

• the need for ongoing cleaning, or reuse of the water productively;

• on-site collection or places where watercan collect temporarily;

• controls such as timers that preventwastage; and

• drainage and how to treat runoff.

Most children enjoy playing with water so itis important to ensure it is accessible to all.Consider making water play accessible toas many children as possible by:

• providing a tap with a flexible hose endthat any child can reach;

• providing levers on taps, drinkingfountains or water pumps so they do not require fine motor skills to operate;

• placing water features or fountains wherethe sound may act as an orientation cueor landmark;

• providing a water wall, feature or drinkingfountain accessible to a person using awheelchair (i.e. located on an accessiblepath of travel with knee room,manoeuvring space, and a design thatavoids wetting the person); and

• combining water with other loosematerials such as sand.


46Water provides limitless opportunities for play

Opportunities for improving social interactionin play spaces for all children are discussedbelow under the following categories:cooperative play; places to sit; and complex spaces for social play.

Cooperative play

Combinations of loose materials (such assand and water), moving items and carefullyplacing elements help create cooperativeopportunities for children at play. Things toconsider when designing play spaces forcooperative play are:

• pulleys and scoops on upper and lowerlevels which rely on someone at groundlevel as well as someone above;

4.6 Designing for participation, social play and interaction

Social interaction is the most importantelement for all children and adults in playspaces. For this reason it is critical forchildren to be able to physically accesssocial spaces and feel they are part of theaction.


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Social interaction is important to allchildren for:

• belonging and doing things just likeeveryone else;

• minimising social rejection;

• providing role modelling so children canlearn skills, how to behave or copy thebehaviour of others;

• encouraging children who are deaf orwith complex communication needs to practise communicating with eachother;

• providing a sense of participation forchildren who are not able to dophysical activities;

• promoting cooperation and practicingsocial skills;

• promoting awareness of diverse needsand interests; and

• promoting a sense of self in relation to others.

The child on the upper deck relies on someone belowto fill the scoop with sand

• ensuring seating has summer shade,winter sun, and visual interest;

• providing seating around play tables,picnic tables and BBQs that is wheelchairaccessible, with space beside to enable a carer to help;

• providing double seats on play elements(e.g. trains, boats, cubbies) and ensure a driver’s seat can be used by a child in a wheelchair;

• ensuring wheelchair accessible itemshave an accessible path of travel; and

• provide park benches with back supportsand arm rests.

• pulleys and conveyor belts which areaccessible for all children;

• a source of construction materials orbuilding blocks; mulch, milk crates leavesor twigs; and

• items of equipment that can do additionalthings when there is more than oneplayer.

Seating

Seating in play spaces is very important for social interaction, watching and rest.

Seating can be provided not just in formalseating areas but also along ledges, atdifferent levels and in areas where peoplesocialise. Things to consider whendesigning seating in play spaces are:

• ensuring access to seating is at the same level as paths;

• providing seats in groups and leaveindents/ spaces for wheelchairs so aseated person can sit level with a personin a wheelchair;


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Social interaction is the most important element for all children

This simple seating allows space for wheelchairs andprams, and people to sit together in a shaded space

• Provide some spaces large enough tomanoeuvre through.

• Provide choices through easily-negotiatedroutes within climbing structures up to elevated levels, including wide stepdecks, flat treads and stairs as well as or instead of rung ladders and otherclimbing elements.

• Where possible, provide more than oneway in and out.

Complex spaces for social play

Arranging three-dimensional elements in a complex way encourages games ofchasing, running, wheeling through andhiding, as well as games which use theimagination. When designing play spaces,consider the following to aid participation:

• If a child cannot reach every space, try tomake sure they can connect with othersand engage in play on adjacent items.

• Use communication links and physicalconnections such as seamless paths,speaker tubes, ‘peek-a-boo’ holes andwindows.

• Place sculptures, logs, tree stumps,carvings, walls or any other items withopen-ended play possibilities in socialareas.

• Provide an accessible path of travelbetween social elements to enable‘chasey’ and other games to develop.


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A range of ways to get to the same place

Sometimes these children have complexcommunication needs, or are not able tospeak. They may rely on communicationmethods such as Auslan, Braille or othermeans for communication. This is likely toaffect their ability to play with others and find their way around.

The sensory qualities of play spaces arevery important for navigating and pleasure,but take care not to bombard or overloadchildren with different sounds, colour,images and scents which may confusethem.

The following ideas may be useful forincluding children with vision, hearing orother sensory impairments:

• a hierarchy of paths using different butconsistent materials to help children toorient around a space. Consider texturecodes or coloured patterns on pathswhich are consistent across the site togive meaning and pleasure;

• raised edges, patterns and textures onpaths which meet at right angles (insteadof curves) may assist children who usecanes to position themselves and gain asense of direction;

• an obvious space to leave a cane at theentry to the play space;

• strong coloured cues on key parts ofstructures such as on steps and at levelchanges;

• hand grips with high luminance contrast(such as the colour light yellow, whenviewed against a contrastingbackground);

Every child or adult using a play space is different, with different strengths andabilities. Play spaces that offer choices interms of physical access, encourage socialinteraction and pay attention to sensorystimulation enable all users to build on theirstrengths.

This section covers the major types ofimpairments affecting the ability of somechildren to access play spaces. It alsorecommends some basic design solutionsfor maximising accessibility while ensuring all children are stimulated and challenged.

5.1 Including children with vision, hearing or other sensory impairments

Impairments to vision, hearing and touchhave several implications for children’saccess to play, depending on their severityand whether children have a combinedsensory loss.

Children with varying degrees of visionimpairment need other cues to orientthemselves around a play space, to find and use activities that interest them and to communicate with others. They may also be more vulnerable to some hazards.

For children who are deaf or hard ofhearing, communication and socialengagement may be more challenging, andsometimes their balance can be affected.

Some children are very sensitive to touch or have difficulty integrating sensoryinformation. Others may be particularlysensitive to light, temperature and otherenvironmental conditions.

5. Design ideas based on the nature of ability

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• some children who are deaf or hard ofhearing, whose balance may not be welldeveloped, may prefer access to elevatedareas by ramp, rather than ladders andstairs;

• fencing or partial enclosure may provide a reference point for movement, and helpchildren who have a vision or hearingimpairment; and

• narrow paths meandering through areas of taller grass or vegetation inviteexploration and provide a route to guidemovement.

• shiny, reflective surfaces should beavoided at ground level as they canconfuse people with a vision impairment;

• mown ‘pathways’ across lawns to assistchildren to find their way around anotherwise featureless area of grass;

• tactile indicators placed at entries to helpsome children find where they would liketo play;

• communication for children who are hardof hearing may be easier on quieter sitesaway from traffic noise;

• sound, texture, light, different spatialqualities/echoes/acoustics, and activitieswith interactive sound and movement canbe used provide interest and rewards foreffort. These might be used at the end ofa ramp or journey, or may be valuable in a central social space to attract childrenand encourage interaction;

• use of a limited palette of scented plantscan help distinguish between spaces, andassist with orientation;


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This has good handrail definition, but the brightbackground surface might be difficult

The landscape provides cues to find the way in

The following ideas may be useful forincluding children with intellectual andcognitive impairments:

• Consider fencing some play spaces,especially those close to hazards.

• Provide good protection from falls,especially at the openings on elevateddecks. This may require additionalhandgrips, a change of direction beforeencountering the opening, or a hurdle ora barrier over which children must climbbefore they can exit the deck.

• Eliminate the risk of inadvertently runningacross the path of moving hazards suchas swings and the bottom of slides.

• Provide a good range of physicalchallenges and plenty of variety ofactivities; so all children can find their own level of comfort with height andmovement.

• Provide adult-sized seats on playcomponents to allow older children and adults to use them.

5.2 Including children with a range of intellectual and cognitive abilities

Children have a wide range of perception,judgement and social abilities, which havemany implications for the way they canenjoy play.

Some kinds of intellectual or cognitiveimpairments affect a child’s ability toperceive a challenging situation or potentialhazard in a play space. For example, somechildren take an interest in objects in thedistance and run towards them, makingthem vulnerable to hazards such as wateror traffic.

Sometimes children who are physically olderenjoy activities typically provided for youngerchildren, and therefore require larger seatsor equipment.

In addition, some children have difficulty‘reading’ social situations and may find itharder to play with a group. Others find itdifficult to create their own imaginative play.


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The seat allows for a range of sizes. Having more thanone item gives the opportunity to play along side oneanother

The orientation of the ramp prevents a child runningacross the swing fall zone

5.3 Including children with a range of physical abilities

The physical abilities of children and adultsvary widely, from full movement of arms,legs and torso to very little movement at all.This has various implications for accessingplay spaces.

Different types of physical ability that need tobe considered when designing play spacesare:

• ambulant (i.e. able to walk) but possiblywith some balance impairment andneeding physical support such as rails;

• ambulant, and using mobility aids such as walking frames or sticks;

• dependant on a wheelchair, and includingthose needing support in sitting and headcontrol;

• restricted in the use of their arms andhands.

Limited ability to move freely often affectsindependence, access and participation. It also limits which parts of a play space achild can use, and the speed at which theycan move around and play with a group.

For children who use mobility aids such assticks, wheelchairs or walking frames, thereare minimum requirements for them to beable to fit into spaces. Designs may alsoneed to accommodate someone to assistthem. In addition, sometimes children whouse a wheelchair want to sit or liesomewhere without their wheelchair andthey may need someone to assist them to transfer.

• Consider making elevated decksreachable by stairs as well as by anyother more challenging climbingequipment. This enables a greater rangeof children to access elevated activities,and makes it easier for adults to help achild, or to rescue a child.

• Provide a choice of balancing andstepping activities.

• Provide items and activities side-by-side(e.g. double slides, two-seater rockers,two steering wheels at a time).

• Provide ‘retreat spaces’ where afrustrated child can have ‘time out’ with dignity.


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• Impact absorbing ‘wheelable’ surfaces inkey areas allowing access to and underplay structures, especially to socialactivities.

• Items that can be reached from awheelchair such as a shelf, shop counter,steering wheel, drinking fountain, musicalitems and other play things.

• Head room underneath decks for a childand carer to get to activities at groundlevel;

• Room to manoeuvre/turning spaces largeenough for wheelchair use, especially inor around cubbies and social spaces.

• Decks to transfer on to slides, to enableeasy transfer out of chairs onto activities.

• Access to key activities in the play spacethat don’t require major physicalchallenge such as ground level items thatcan be manipulated, and sensoryopportunities.

• A place for someone else to sit at picnictables, park benches and interactive playitems.

Frailty and limited muscle control affectssome children’s stamina, balance andcoordination. Some children who havephysical impairments may also have asensory or intellectual disability.

The following information provides someideas to make play easier for children withphysical disabilities.

Including children who use wheelchairs

Children who use wheelchairs often havesignificant problems using standard playequipment. Some of the ideas below mayprovide additional opportunities for their playand development.

• A seamless path of travel into the parkand to the play space from the footpath,street or car park into social areas (i.e.picnic shelters, BBQs) and into the playspace and to a choice of activities.


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• A variety of swing types that:

o accommodate a wheelchair;

o are low enough and stable enough to transfer onto;

o provide back support; or

o can be operated by hand.

• Steering wheels or speaking tubes thatare height-adjustable to suit a seatedperson.

• Adequate space to park the wheelchair or mobility aid (out of the way) at activitiessuch as at swings and beside climbingstructures.

• Opportunities to get out of a chair and lieor sit in an alternative, supported positionto reach elements such as sand, water orsmall items that can be manipulated byhands or feet.

• Surfaces that make wheeled playinteresting and fun.

• Ramps to elevated areas to enablechildren to look down.

• Access to natural elements such as dirt,sand, flowers, wildlife.

• Tunnels/soft material shapes that aperson using a wheelchair can bewheeled/squeezed through.

• Items that provide interaction, particularlyat wheelchair level (front on) such asmusical elements.


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A variety of surfaces to wheel over creates interest andfun

Places to wheel through that stimulate the senses

Some of the ideas below may provideadditional opportunities for children withlimited arm and hand function, frail childrenor those without good muscle control.

• Elements which are easy to manipulatefor creative play and do not require greatphysical strength or fine motor skills.

• Wheels, spinning items and steeringwheels with spokes or knobs to grasp(rather than a solid wheel). These assistchildren with limited hand function to turn the wheel.

• Play panels and musical instrumentswhich can be struck and continue tomove for some time, or that generate aresponse such as a funny sound.

Including children with limited arm andhand function, frail children or withlimited muscle control

For some children with limited musclecontrol, practicing and achieving smallmovements provides challenge and a senseof accomplishment. This may includestepping up and down, grasping objects ormoving something with their hands or feet,or interacting with objects that can be usedin a variety of ways.

Children who are frail or have limited musclecontrol are more vulnerable to being knockeddown by others. They may need moresupport and time to use certain activities, andspaces to relax or gain their composure atintervals during play. For these children, avery busy play space may be daunting.

It is also worth considering the degree ofexertion required to reach special parts of aplay space. While exercise is important forall children, for some it may be too difficultto reach play activities if they are situatedtoo far away.

Rails and grips on ramps, access ways andsome play equipment provide addedsecurity for children with limited balance ormuscle control. Hand support is critical inhelping children keep their balance andpreventing falls. Hand rails on and throughparts of the play space also help childrenwho are learning to walk or are unsteady ontheir feet. For children with mobility issues,these make a huge difference in providingconfidence and support to access playactivities.

Adaptations such as seats with backsupport and good handgrips enable frailchildren or those without good musclecontrol to sit independently, hang on or get on and off safely.


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An open steering wheel is able to be used with the armto promote movement, when grasping the wheel mightnot be possible

• Drinking fountains and water pumps thatcan be operated by a lever (rather than atap, or a small button which may bedifficult to use).

• Easily-negotiated choices of route withinclimbing structures up to elevated levels,including ramps, wide step decks, flattreads and stairs.

• Back support on swings, spring rockers/see saws, rocking and spinning items andsand pit edges.

• Musical elements such as gongs, chimes and large key pianos.

• Levers, pulleys and other gadgets.

• Falling water that can be brushed by a hand.


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6.1 Paths

To obtain maximum benefit from paths, theyshould enable access for all children to keyareas within the play space, such as:

• to and under play structures, especially to social activities (playing shops, drivingvehicles, using cubbies);

• focal points of the play space where everychild would want to play; and

• to different levels of structures so childrencan look down on their peers.

When designing accessible paths, it is alsoimportant to avoid stepped level changes orbarriers which might bar the way for childrenwith physical impairments.

There are many materials that can be usedfor paths. Surfaces for paths can beconcrete, asphalt, well-compacted gravel,timber sleepers or decking, stone, pavers,or a host of other materials. They must be well formed, compacted, properlyconstructed and maintained.

Providing a continuous, accessible path oftravel through a play space is one of themost important design elements for makingit more accessible.

It enables children and adults inwheelchairs, parents with prams or strollers,grandparents, and anyone requiringseamless, predictable surfaces to enter the space and to play.

Children using wheelchairs often cannotreach activities due to the space taken upby their wheels, and the need for additionalspace to manoeuvre. Their seated positionand reach also limits access to other items,including natural elements.

Due to the growing range of different typesof wheelchairs and walkers, it is important toseek up to date information on dimensionsand turning circles when planning to make a play space more accessible.2

6. Accessible paths of travel

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2 Refer to Norris, B. and Wilson, J. Consumer Safety Unit Childata. The handbook of child measurements andcapabilities data for design safety, Department of Trade and Industry, Institute for Occupational Ergonomics,Department of Manufacturing, Engineering and Operations Management, University of Nottingham, Nottingham.

Also refer to Access and Mobility Standards, Part 1

6.2 Ramps

Ramps within a play space enable peopleusing wheelchairs, mobility aids or who areunsteady on their feet to access areas thatwould otherwise be impossible.

Ramps enable all children to reach anelevated position and look out over a space,which is rare for some children. They alsoenable children to reach structures such as slides and tree houses.

The gradient of a ramp in a play space canvary significantly, depending on the risk andchallenge required. Building Codes andAccess Standards consider that 1:14provides independent wheelchair access.Play value for wheelchair users also meansthat 1:8 and gradients of varyingmeasurements can be appropriate. There is no one measurement to meet all playneeds, and therefore this issue needs to be considered during the planning process.

Ramps are a significant cost item, and there are many instances where they are not feasible in a play space. When investingin a ramp it needs to be designed andplaced with great care to maximise its value to children. There should be adequateactivities provided at the top of a ramp to reward users for their effort.

Landings can also be used to link with other climbing or play features, rest areas,lookouts and pull off zones.

As well as being an accessible path oftravel, ramps can also be a play item. Forthis reason, ramps need to have kerbsalong their edges (100mm in height) andhand and guardrails on both sides. For moreinformation, refer to Standard AS1428.1(Australian Standards: Access and Mobility).

Other key considerations for paths are kerbcrossings to allow access into the playspace from the street, and places to sit and rest along paths to the play space.

Refer to the Australian Standard: Accessand Mobility AS 1428.1 for more informationabout accessible paths of travel.


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The slope has been used to advantage in this rampdesign

Ramps can allow other interesting spaces to becreated underneath

Problems with ramps

Sometimes ramps can have unintendedeffects that need to be managed carefully.

For instance, they can effectively block aspace to cross-traffic, and block views.Often this can be resolved by creatingconvenient points where pedestrians cango underneath or step over a ramp.

To minimise risks:

• ensure the ramp provides cues tousers as to where they are going andhow high they are;

• ensure any opening of an elevateddeck accessible by ramp (e.g. net,slide, pole) is designed at a steep angle(too steep to turn a chair into), and witha kerb or a step up to prevent a chairor toddler inadvertently topplingthrough;

• ensure there is adequate space for anadult to retrieve a child; and

• use advisory signs to prohibit bikes onplay equipment and explain suitabilityfor different ages and abilities.

For more information, see Section 2.3Safety.

No bikes

7.1 Loose surfaces

Loose materials such as mulch and sandhave been traditionally used under playequipment to cushion falls.

Loose surfaces, and the borders required tocontain them, have the advantage of beingreadily available and cost effective. Loosesurfaces can look attractive and have a soft,natural appearance. They can also beplayed with or manipulated.

Loose surfaces have some disadvantages.They can:

• require frequent topping up, raking andwill be ineffective without this regularmaintenance;

• contain fouling by animals, glass orsyringes;

• blow or wash away;

• require a relatively flat space, sometimescontained by a border; and

• make it difficult for some children andadults to approach play areas.

There are a variety of surfaces with differingqualities used in play spaces, and all have arole in accessibility, and creating a range ofdiverse play experiences.

Surfacing can comprise a substantialproportion of a play space budget, so itneeds to be designed carefully for maximumeffect.

There are strengths and weaknesses in allsurfacing materials. Surfacing requirementsneed to be considered according to theneeds of users, the diversity of playexperiences to be provided, as well as theavailability of materials and the cost involved(including maintenance). A variety of playsurfaces may be required, given theirdifferent qualities and purposes.

Impact absorbing surfaces need to beprovided under and around any play itemswith fall heights above 500mm in height;and can also provide access for users to the play experiences within a play space.

A range of issues need to be consideredwhen choosing surfaces for a play space.More than one type of surface is oftenrequired because it is unlikely one surfacewill meet all requirements. Surfaces need to perform two main functions:

• Provide impact absorption in a fall zoneunder and around play equipment.

• Provide an accessible path of travel thatwill help people to access the space andplay activities.

7. Surfaces and fences

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Synthetic surfaces have somedisadvantages. They can:

• have a generally higher initial cost;

• be complex to repair;

• have a strong odour on hot days and can burn the skin if exposed to heat;

• have the effect of uniformly ‘plasticising’children’s spaces and seal off the lesspredictable world of dirt, weeds andnature; and

• be susceptible to degradation if coveredby sand/dirt and water.

7.2 Synthetic surfaces

These surfaces provide predictable landingand take off, under and around equipment,and they wear reasonably well in high useareas.

Synthetic surfaces can incorporate colour,patterns and texture. They can be used onslopes, and they can enhance orientation ina play space. Where accessible paths oftravel are required in fall zones, impactabsorbing synthetic surfaces are frequentlyused to best effect.

There are a wide variety of syntheticsurfaces on the market, and each surfacehas particular qualities that need to beunderstood by the provider and designer of the play space. Synthetic surfaces aresometimes best used in combination withmaterials such as mulch.


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A variety of surfaces can be used to enhance access

Disadvantages of fencing

A major disadvantage of fencing a playspace from the rest of a park is that it limitswhere play activities can take place, oreffectively ‘cages’ play into a containedspace.

It is virtually impossible for people who usewheelchairs to reach child-proof locks ongates, making fenced spaces with thesesystems inaccessible to some users. Inaddition, gates and child-proof locksregularly fail in public parks and the cost ofreplacing locks can be expensive over time.

Fences can also be used as an excuse notto supervise children properly.

Design of fences or barriers

When considering a fence for a play space,it is important to think clearly about itspurpose and make sure its design isconsistent with that purpose.

Every municipality should aim to provide afew fenced play spaces, so there is a varietyof options for parents and carers whosechildren require additional security.

However, natural barriers such as hedges(or another type of planting or designfeature) can provide the same sense ofcontainment as a fence, especially for small children. These options should beconsidered in the planning process.

7.3 Fences or barriers

Why fence a playground?

There are many families and groups who areunable to visit playgrounds unless they arefenced because their children run off, areunable to hear or understand their name,are easily distracted, or become absorbed in an activity and do not notice they havemoved away from their carers. For thesegroups, and families with multiple births, a high fence with a gate is important.

When a site is close to a hazard such as a water body, busy road, or steep cliffs, afence makes many adults more comfortableabout their children’s safety.

Fences help contain balls and separate playspaces from neighbouring park uses suchas dog-off-leash areas. A fence can alsoprevent fouling of sand or mulch in a playspace by animals.


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• Consider partial fencing that deterschildren from a quick run out into ahazard in one direction.

• Provide seats near fence openings to make supervision easier for adults.

Things to consider when designing fencesfor play spaces:

• Provide double-width gates formaintenance access.

• Provide an alternative to locks to ensuregates are accessible to wheelchair users.

• Use single rail fences for visual definition,but not to contain children.

• Avoid horizontal components that can beclimbed, entrapment spaces and sharpcomponents.

• Avoid cables or wire fencing that is noteasily seen at night or by a person with a vision impairment.

• Provide planting and earthworks to helpdisguise a fence and make it moreattractive. However, planting should notblock views into a space.

• Consider designs that make the fence a playful feature of the space.


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8.1 Neighbourhood paths

In residential areas, being able to walk, cycleor wheel to local parks and play spaces isvaluable for many reasons. It is inexpensive,provides exercise and offers the possibility of meeting neighbours and friends on thejourney. It is often less hassle than getting in and out of a vehicle.

To help children of all ages and abilities accessplay spaces, the following ideas should beconsidered by planners and providers whenupgrading neighbourhood paths:

• Providing paths that are wide enough for atleast two people to move along side by side.They need a firm, well-drained, predictablesurface that is non-slip and free of triphazards. Ideally they should have no steps orlevel changes. Trees with low overhangingbranches, or with drop gum nuts or berries,should be planted away from paths.

• Providing paths that are free of spoondrains, grates and pit covers so thatpeople do not trip over them or catchcanes, small wheels or heels in them.

• Designing paths with a suitable gradientand cross fall. Steep sections need handrails or protective barriers, and kerb rails.

• Providing park entry points that are wideenough for a wheelchair or double pramto pass between gateposts or bollards.

• Enabling chicanes or barriers at parkentrances to be used by a wheelchair or a bicycle.

• Providing kerb crossings where the pathcrosses a road.

• Installing seats along footpaths at thesame level as the path.

Most children, especially young children, are accompanied by a parent or carer whenthey visit a play space.

Supportive adults often choose the site forthe visit, assist the child during play and with other personal needs, provide rest and respite, and ensure the child is safe and protected.

In addition, adults like to be involved in playspaces in a variety of ways, including asactive facilitators in a play space, supportersin play, or supervisors from a safe andcomfortable position.

At times adults want to relax and socialisewith others too.x Poor or inconvenientdesign places an unnecessary burden on adults and carers.

8. Including parents and carers

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• Room for a person in a wheelchair or witha large stroller to manoeuvre around thevehicle on either side, or at the end,without having to enter the roadway.

• An accessible path of travel forward fromthe car space directly onto the path intothe play space.

• Where there are kerbs; generous kerbcrossings direct from car park tofootpath.

8.4 Arriving by bus

Groups of children and adults often arrive atplay spaces by bus.

In these situations, the driver or otherhelpers often need to help people off thebus, and then park the vehicle. For playspaces likely to attract large groupsconsider providing:

• a drop-off zone big enough for a bus;

• direct access straight to the path from the drop-off point; and

• a seating area close to the entrancewhere groups can gather.

8.2 Proximity to public transport

If there is a choice of locations for a playspace, choose one with easy access topublic transport. Make sure there is a safeand fully accessible route from the bus, trainor tram stop to the play space. Goodsignposting will make the play space easyto find.

Ensure pedestrian crossings serving the playspace have audible signals and preferablyinfrared sensitive buttons at a suitable heightto be operated from a wheelchair.

8.3 Car parking

Drivers using wheelchairs or mobility aidsmay have vehicles that are larger than theaverage car, and include hoists or ramps tohelp them get in and out of the car.

These vehicles and devices require varyingamounts of space. Sometimes unloadingcan be difficult and even dangerous. To aidsafety and convenience for people usingwheelchairs at play spaces consider thefollowing:

• Convenient parking close to the facilities.

• Plenty of designated accessible carparking spaces close to regional parksand play spaces.

• Large accessible parking spaces thatallow the vehicle to park with room at the back or on the side for unloading.


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8.5 Amenities

The quality of amenities at play spaces willvary between sites depending on the type of space and its position in a hierarchy ofparks.

At district or regional level parks, toilets,change facilities, car parking and picnicfacilities are likely to be required. Amenitiesto consider for all play spaces include:

• adequate shade and shelter;

• an accessible water tap (to fill a cup) aswell as a drinking bubbler or fountain;

• drinking fountains that can be operatedby a lever;


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Assisting parents andcarers

There are several ways of assistingparents and carers in play spaces. These include:

• grouping activities close to one anotherand to seating;

• providing space for a carer tomanoeuvre a child with a wheelchairaround and next to play items;

• clear and unambiguous signage;

• being able to sit next to a child to beable to assist them;

• having play features that all childrenenjoy;

• providing spaces big enough for adultsto access so they can follow their childand retrieve them. This includes spaceon elevated platforms or ramps;

• back support, hand grips, things tolean on, and spaces big enough fortwo;

• convenient and fast alternative routesthrough a complex space to reach;children in a hurry. Steps are easierthan rungs;

• adequate seating, shade and shelter;and

• social opportunities so that parents andcarers can interact with others.

Accessible toilets and change facilities

Toilets make a major difference to the lengthof stay in a park, especially considering thetime and effort that may be required to get achild with a disability to the park. Things toconsider when designing or upgradingtoilets for play spaces are:

• an accessible pathway, wheelchairaccess, good signage and a changefacility;

• tactile signage and Braille; and

• an adult-sized change bench included in at least one unisex cubicle so that asingle parent or carer of any gender can change an older child.

Refer to Australian Standard AS 1428.1 formore information about the construction ofaccessible sanitary facilities.xi

• comfortable seating;

• square, round or hexagonal shapedtables to suit wheelchair users soeveryone can sit together;

• seats with backs for older adults andpeople with a disability;

• spaces at the end of bench seats toenable a person in a wheelchair to sitnext to a their family members or carer;and

• seating and picnic areas with accessiblepaths of travel from the play space andadjacent car parking and other facilities.


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Drink fountains need to be able to be reached, withoutwetting a person in a wheelchair. They should be ableto fill a cup or drink bottle and have levers that are easyto operate

The UN Convention on the Rights of the Child

In the federal context, Australia wassignatory to the UN Convention on theRights of the Child in 1991.

Article 12 asserts the right of children to beconsulted on matters that concern them.Children, who make up nearly a quarter ofthe population,xii have a right to expect thattheir needs and wishes will be taken intoaccount in the provision of local servicespaid for by public funding.

Article 23 of the Convention states that “achild with a disability should enjoy a full anddecent life, in conditions which ensuredignity, promote self-reliance and facilitatethe child’s active participation in thecommunity…..”

Article 31.1 commits the Government torecognise the child’s right to play and toparticipate fully in cultural and artistic life.

Article 31.2 commits the Government torespect and promote appropriate provisionand equal opportunities for cultural, artistic,recreational and leisure activities for allchildren.

Article 31.2 commits the Government torespect and promote appropriate provisionand equal opportunities for cultural, artistic,recreational and leisure activities for allchildren.

This convention provides the platform forFederal and State human rights and equalopportunity policy as they relate to children.

Federal and State legislation

Key legislation and policies that protect andpromote the rights of people with a disabilityin Australia include:

• United Nations Conventions

• Australian Disability Discrimination Act1992 (DDA)

• Victoria Equal Opportunity Act 1995

The Human Rights and Equal OpportunityCommission has responsibility forpromoting, monitoring and developing policyon a number of relevant United NationsConventions. These include:

• Convention on the Rights of the Child

• Declaration of the Rights of the Child

• Declaration on the Rights of DisabledPersons

• Declaration on the Rights of MentallyRetarded Persons

Attachment 1. Legislation, policy and standards

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Victoria Equal Opportunity Act 1995

This Act states that it is against the law todiscriminate against someone on the basisof their actual or assumed disability/impairment in relation to accommodation;clubs; education; employment; goods andservices; selling and transferring of land;sport. The Equal Opportunity Commissionassists to resolve complaints ofdiscrimination.

Disability Discrimination Act 1992(DDA)

The Federal Disability Discrimination Act1992 (the DDA) prohibits direct and indirectdiscrimination on the grounds of disabilityand makes it unlawful to discriminate on thegrounds of disability in a wide range of areasincluding: sport, access to premises,accommodation, education, employmentand the provision of goods, services andfacilities. The DDA also protects theassociates of people with a disability (their partners, relatives, friends, carers and co-workers) against discriminationbecause of that association.

The objects of this Act are:

(a) to eliminate, as far as possible,discrimination against persons on theground of disability; in the areas of:

(i) work, accommodation, education,access to premises, clubs and sport;

(ii) the provision of goods, facilities,services and land;

(iii) existing laws; and(iv) the administration of Commonwealth

laws and programs;

(b) to ensure, as far as practicable, thatpersons with disabilities have the samerights to equality before the law as therest of the community; and

(c) to promote recognition and acceptancewithin the community of the principle thatpersons with disabilities have the samefundamental rights as the rest of thecommunity.

The Human Rights and Equal OpportunityCommission (HREOC) administers theprovisions of the Act.


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Principles enshrined by The Plan are thevalues that underpin the vision and all otherelements of the State Disability Plan. Theyare:

The Principle of Equality recognising thatpeople with a disability are citizens whohave the right to be respected and the rightto have equal opportunities to participate inthe social, economic, cultural, political andspiritual life of society.

As citizens, people with a disability also haveequal responsibilities towards Victoriansociety and should be supported to exercisethese.

The Principle of Dignity and Self-Determination (Choice) is about respectingand valuing the knowledge, abilities andexperiences that people with a disabilitypossess, supporting them to make choicesabout their lives, and enabling each personto live the life they want to live.

The Principle of Diversity is aboutrecognising and valuing individual difference.Inclusive societies are strengthened by thediversity of their populations and by thecontribution that each person makes to thesocial, economic, cultural, political andspiritual life of society.

The Principle of Non-Discrimination impliesthat all people have the right to live their livesfree from discrimination. This means thatsociety must set right all forms ofdiscrimination – including both active andpassive forms of discrimination, and unfairand outdated standards, laws, policies andpractices.

It also means recognising and valuingpeople's differences. Failing to embracethese differences is itself discriminatory.

Victorian policy context

The Victorian Government has developedthe Victorian State Disability Plan 2002 –2012 to support the provisions of theDisability Services Act 1991 and theIntellectually Disabled Persons’ Services Act 1986.

The Plan states that by 2012, Victoria will bea stronger and more inclusive community -a place where diversity is embraced andcelebrated, and where everyone has thesame opportunities to participate in the lifeof the community, and the sameresponsibilities towards society as all othercitizens of Victoria.xiii

The State Disability Plan aims to help peoplepursue individual lifestyles and build inclusivecommunities. It recognises that the essenceof living in a community and having a senseof belonging is being able to pursue alifestyle of choice.

The change in philosophy in the current planis that people with disabilities are seen asparticipants in, not recipients of, services.Further, people with disabilities are beinggiven more personal control of decision-making.

The challenge for the community is toaccommodate diversity and becomeinclusive, rather than being disabling. Thecommunity needs to understand how toinclude people with a disability by eliminatingthe creation of settings that exclude.


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AS 4685 2004 Playground EquipmentThis Standard has six parts:Part 1 General safety requirements and test methodsPart 2 Particular safety requirements and test methods

for swingsPart 3 Particular safety requirements and test methods

for slidesPart 4 Particular safety requirements and test methods

for runwaysPart 5 Particular safety requirements and test methods

for carouselsPart 6 Particular safety requirements and test methods

for rocking equipment

AS/NZS 4422 1996 Playground Surfacing - Specifications , requirements and test method, including amendment No. 1, 5th May 1999

AS/NZS 4486 1997 Playgrounds and Playground EquipmentPart 1 Development, installation, inspection, maintenance

and operation.

AS 2555 1982 Supervised Adventure Playgrounds

AS/NZS 4360 2004 Risk Management

Australian Standards

Playspaces

Playspaces in Australia are generallysupported by Australian Standards forPlaygrounds and Play Equipment. They do not have the status of law, but whenadopted by Councils or other governmentauthorities, they assume the status ofregulation, and form the basis of Council’srisk management operations throughoutVictoria.


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Relevant Australian Standards are:

Access

A suite of Australian Standards addressaccess and mobility.

Australian Standards relating to Access andmobility provide important guidance andshould used as a key reference in theplanning of play spaces when designing for accessibility.

Relevant access standards are:

• AS 1428 (Set) - 2003: Design for access and mobility

These include:

• AS 1428.1-2001: Design for access andmobility – General requirements foraccess – New building work

• AS 1428.2-1992: Design for access andmobility – Enhanced and additionalrequirements – Buildings and facilities

• AS 1428.3-1992: Design for access andmobility – Requirements for children andadolescents with physical disabilities

• AS/NZS 1428.4:2002: Design for accessand mobility – Tactile indicators


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The Good Play Space Guide was preparedthrough an extensive process of researchand consultation. Consultation was heldwith associations and individualsrepresenting:

• children with a disability;

• parents and carers;

• local government;

• play space equipment suppliers,designers and manufacturers;

• the education sector;

• other government stakeholders; and

• community groups and non-governmentgroups.

Those consulted expressed a desire forimprovements to play spaces to make themmore accessible for all children. Some of the themes which emerged from theconsultation centred on the importance ofaccessible support facilities, of seamlessconnection between spaces and surfaces,of the adequacy of things to do, and ofwelcoming environments.

From the consultation, it appears the criticalelements that define an accessible playspace are that children can: get into the playspace and move freely around; play withothers; find enjoyable, stimulating thingsthey can do; and be supported by amenitiesand facilities suited to their needs.

Attachment 2. Consultation

74

The Good Play Space Guide was developed with funding from the Department for VictorianCommunities’ Access for All Abilities (AAA) Program and managed through the Playgroundsand Recreation Association of Victoria (PRAV).

PRAV would like to acknowledge the support and assistance of the project SteeringCommittee and Reference Group (see below), and a wide range of organisations andindividuals that provided input, participated in telephone interviews or contributed towardsthe development of this guide.

PRAV would like to acknowledge the advice, support and assistance of the consultant, Sally Jeavons from @Leisure, who was commissioned by PRAV to research and prepare this document to the draft stage. The document was edited and further developed forpublication by David Crofts from Agile Communications and Cathy Kiss, City of Melbourne.

Grateful thanks are also extended to Samantha Leeke from the Department for VictorianCommunities, for her enthusiastic and diligent project support.

Steering Committee

The Steering Committee for the project included:

Jenny Vizec Department for Victorian Communities

Barbara Champion Executive Director PRAV

Phillip Carlton Department for Victorian Communities

Sue McGill Department for Victorian Communities

Ben Bainbridge Department for Victorian Communities

Samantha Leeke Department for Victorian Communities

Cathy Kiss Project Manager/ President PRAV/ City of Melbourne

Attachment 3. Acknowledgments

75

Reference group

The reference group for the project included:

Judith Geraghty VICNORD

Mick Bergin Father of a child with a disability

Sue Campbell Warragul and District Special School

Peter McLennan Forpark Australia, SafePlay Systems

David Fox Allplay Equipment Pty Ltd

Ian Latchford Allplay Equipment Pty Ltd

Felix Hemingway City of Whitehorse/ PRAV

Sue Elliott RMIT University/ PRAV

Dale Sheppard Access Solutions National Pty Ltd / PRAV

Robin Low SCOPE Victoria

Megan Kerr VicHealth

Kathleen O'Hara Department of Human Services (Office for Children)

Angela Healy Department of Human Services (Disability Services)

Melissa Bryan Australian Association of Occupational Therapists Victoria

Mary Jeavons Mary Jeavons Landscape Architects

PRAV would like to thank:• Don Wark of The Play Works, Queensland for his expert advice and assistance in this

project. • Caloundra City Council for their kind permission to use their images of Pioneer Park,

Landsborough, Queensland.• Leanne Winters of The Play Works, Queensland for her assistance regarding some of

the images in this guide.

The photos of play spaces and children at play in this document have been provided mostly by members of PRAV, and show a range of wonderful play spaces enjoyedthroughout Australia and overseas.

Attachment 3. Acknowledgments

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Playgrounds and Recreation www.prav.asn.auAssociation of Victoria

Access for All Abilities Program www.sport.vic.gov.au

Community Facility Funding Program www.sport.vic.gov.au

IPA International Play Association www.ipaworld.org

RuralAccess and MetroAccess www.dhs.vic.gov.au

The Children’s Play Council UK www.ncb.org.uk/cpc

Free Play Network UK www.freeplaynetwork.org.uk

Planet Earth Playscapes www.planetearthplayscapes.com

Learning Through Landscapes www.ltl.org.uk

National Centre on Accessibility www.ncaonline.org/playgrounds

Network of Community Activities www.netoosh.org.au

Boundless Playgrounds www.boundlessplaygrounds.org

PLAYLINK, Places for Play www.playlink.org.uk

Web resources

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x Office of the Deputy Prime Minister UK.Developing Accessible Play Space. A Good Practice Guide 2003.

xi AS 1428.1-2001 Design for access andmobility – General requirements for access– New building work.

xii 22.5% of people are aged 0-17 years inAustralia, Source: 3222.0 2006 AustralianPopulation Projections, Bureau ofStatistics.

xiii Report on the Implementation of theVictorian State Disability Plan 2002-2012,Victorian Government Department ofHuman Services (March 2006).

i Personal communication with Sue ElliottPRAV.

ii Pippa Murray, Hello! Are You Listening?Disabled Experience of Access to InclusiveLeisure, YPS (2002).

iii Carter Good (Ed), Dictionary of Education,McGraw-Hill, NY, p 331 as cited in DarrellWills, Including Children Who ChallengeUs Most: An A-Z list of Inclusionary Issues,Professional Edition, PatchworkPublications (1993).

iv Simon Nicholson. The Planning AndDesign Of The Recreation Environments.University of Davis (1970).

v According to the UK Centre for Studies onInclusive Education (CSIE)

vi Colin Hooker, Planning for Play: Guidanceon the Development and of a Local PlayStrategy, Children’s Play Council and BigLottery Fund UK (May 2006).

vii Hart Roger A., Exploring the Environment,Ekistics, 272, 387-390 (1978).

viii Burke, J. ‘Liberty on the Swings’,University of Ballarat, Kidsafe Conference,Sydney, 2006.

ix Kirkby, M. 1989, ‘Nature as refuge inchildren’s environments,’ Children’sEnvironments Quarterly, Vol 6 No 1, Spring pp 7-12.

References

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Authorised by James MerlinoLevel 7, 1 Spring Street Melbourne Victoria 3000

Published by Community Sport and RecreationSport and Recreation VictoriaDepartment for Victorian CommunitiesLevel 14, 1 Spring StreetMelbourne Victoria 3000March 2007

Also published on www.sport.vic.gov.au

© Copyright State of Victoria 2007

This publication is copyright. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968.

ISBN: 1-39781921331-00-8

Sport and Recreation VictoriaDepartment for Victorian CommunitiesLevel 14, 1 Spring StreetMelbourne VIC 3000

www.sport.vic.gov.au

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