ABSTRACT
Organized playgrounds for older children in the United States originated with the outdoor gymnasiums of Massachusetts in 1821 and with the sand gardens of Boston for younger children in 1887. Thereafter, public school and public park playgrounds followed a physical fitness and recreation tradition while preschool playgrounds followed a developmental emphasis. During the 20th century, school and park playgrounds evolved from a traditional pattern of standard equipment, such as merry-go-rounds, see-saws, swings, and jungle gyms, spaced around open spaces and fields, to novel equipment such as animal swings and rocket ship climbers. Many child development centers continued to feature swings, climbers, and materials such as sand and water and portable equipment such as wheeled vehicles and toys. Reflecting concerns for child safety, home technology play and pay-for-play entertainment centers have now begun to supplement or replace outdoor play environments, raising concerns about opportunities for child development through creative play. Issues in playground design and use include safety, developmental appropriateness, provisions for inclusiveness, play leadership, and accessibility. The best playgrounds are never finished but evolve to meet children’s changing needs.
