It is not an exaggeration to say that play is as basic to your child's total development as good food, cleanliness, and rest. Joanne E. Oppenheim
The PLAYceMaker design methodology
integrates several educational approaches. When viewed as building blocks, they form the foundation for a learning environment poised to deliver exceptional experiences everyday!
Discovery and Inquiry: Learning environments should stimulate questions and research through which many possible solutions may be discovered. Active engagement is promoted, which triggers children's development of autonomy, responsibility, creativity, and problem-solving skills.
Play-facilitated Learning: Learning environments should be supported with many loose parts and extended periods of time, which allow the child to become absorbed and fully involved in their explorations.
Active, Physical, Kinesthetic, and Sensorial Learning: Learning environments should scaffold physical development through active, kinesthetic experiences, which engage all of the senses and include opportunities for climbing, sliding, swinging, brachiation, spinning and balancing.
Museum Approach: Learning environments should provide self-directed, interpretive learning experiences with opportunities for active collaboration.
S.T.E.A.M.-Saturated: Learning environments should set the stage for learners to explore a variety of opportunities that prompt science, technology, engineering, arts, and math experiments and investigations.
Social-Constructivism: Learning environments should present a multitude of hands-on, concrete experiences and materials, which facilitate the construction of knowledge. Opportunities to work in small groups foster peer-informed inquiry and social-emotional development.
Nature-Scaffolded: Learning environments should expose children to all forms of nature including plants, animals, birds, fish, insects, seeds, fruits, and flowers, which children can investigate and study. As curiosity and interest are sparked, learning occurs naturally.
Place-Based: Learning environments should immerse children in local landscapes, culture, context and heritage, and use these as a foundation across learning domains.
Spiritual Development: Learning environments should regularly offer experiences of awe, wonder, and joy, which have been shown to lead to the development of complex characteristics such as kindness, empathy, and reverence.
Experiential Learning: Learning environments should be sourced with a variety of thought-provoking situations that activate children's inquisitiveness . By allowing children to simply "do" they are empowered to become problem-solvers and critical thinkers. Thus they grow and develop holistically.
Playgrounds should be renamed research environments because that is what children are doing so vigorously. They are finding out how the universe works. Buckminster Fuller