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Tag: Playgrounds

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How many children get to say that they spent the morning not only in the great outdoors, but doing their part to help wildlife as well? One perfectly sunny, but breezy day in May, my kindergarten class at P.S. 197 in Brooklyn, NY brought the native plants that we had been growing in our classroom to Jamaica Bay Wildlife Refuge, part of the National Park Service’s Gateway National Recreation Area, to provide nourishment for monarch butterflies, bees, and other pollinators.

We had grown the plants from seed that we collected at the Refuge back in October. It was the latest chapter of our year-long Growing a Wild Brooklyn and Queens program, which includes 12 other participating NWF Eco-Schools. In addition to getting the children – and their parents – outside for a second trip to the Refuge, the program gave me the impetus to get the children outside a couple of more times to plant wildflowers in our own pollinator garden at our school.

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Nature 523,286–289 

As government education experts call for toddler literacy, and baby apps proliferate, are we losing sight of materials-based learning? Infant scientists and young explorers thrive in the open air and through free play, eager to grasp the world — literally.

Carbon-copy playgrounds. Cramped classrooms. 'Car park' school grounds. Across the industrialized world, these are the environments in which most young children are expected to play and learn; zoo enclosures can look more enriched. Studies are emerging that reveal poor design as a hindrance to learning in the very young, as damaging as militaristic drills. Meanwhile, frogspawn and starry skies — once the recruiting agents of science — are beyond many children's experience. Here, two leading practitioners in developing learning environments for the young set out what needs to happen.

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Haug, Torsheim, Sallis, and Samdal, 2010

The school is an important setting for physical activity. The purpose of the present study was to examine the association between physical envi- ronmental characteristics and participation in daily physical activity during school breaks. Data from 130 schools and 16 471 students (Grades 4–10) in Norway were obtained in 2004 through self-administered questionnaires to principals and students. Multilevel logistic re- gression models revealed that boys at secondary level with a larger number of outdoor facilities at school had 2.69 times [95% confidence inter- val (CI) = 1.21–5.98] and girls 2.90 times (95% CI = 1.32–6.37) higher odds of being physically active compared with students in schools with fewer facilities. Boys at secondary level with areas for hopscotch/skipping rope had 2.53 times (95% CI = 1.55–4.13), with a soccer field 1.68 times (95% CI = 1.15–2.45), with play- ground equipment 1.66 times (95% CI = 1.16– 2.37) and with a sledding hill 1.70 times (95% CI = 1.23–2.35) higher odds to be physically ac- tive compared with students in schools without these facilities. A sledding hill was also associated with girls’ physical activity participation in secondary school (odds ratio = 1.58, 95% CI = 1.11–2.24). Outdoor facilities in secondary schools are associated with students’ daily phys- ical activity participation during school breaks. Therefore, improving the outdoor environment should be considered in physical activity promotion school programs in secondary schools.

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Cheng, Hu, and Reinhard, 2014

With significant water savings and low maintenance requirements, artificial turf is increasingly promoted as a replacement for natural grass on athletic fields and lawns. However, there remains the question of whether it is an environmentally friendly alternative to natural grass. The major concerns stem from the infill material that is typically derived from scrap tires. Tire rubber crumb contains a range of organic contaminants and heavy metals that can volatilize into the air and/or leach into the percolating rainwater, thereby posing a potential risk to the environment and human health. A limited number of studies have shown that the concentrations of volatile and semivolatile organic compounds in the air above artificial turf fields were typically not higher than the local background, while the concentrations of heavy metals and organic contaminants in the field drainages were generally below the respective regulatory limits. Health risk assessment studies suggested that users of artificial turf fields, even professional athletes, were not exposed to elevated risks. Preliminary life cycle assessment suggested that the environmental impacts of artificial turf fields were lower than equivalent grass fields. Areas that need further research to better understand and mitigate the potential negative environmental impacts of artificial turf are identified.

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Llompart, Sanchez-Prado, Lamas, Garcia-Jares, Roca, &  Dagnac, 2013

In this study, the presence of hazardous organic chemicals in surfaces containing recycled rubber tires is investigated. Direct material analyses using solvent extraction, as well as SPME analysis of the vapour phase above the sample, were carried out. Twenty-one rubber mulch samples were collected from nine different playgrounds. In addition, seven commercial samples of recycled rubber pavers were acquired in a local store of a multinational company. All samples were extracted by ultrasound energy, followed by analysis of the extract by GC–MS. The analysis confirmed the presence of a large number of hazardous substances including PAHs, phthalates, antioxidants (e.g. BHT, phenols), benzothiazole and derivatives, among other chemicals. The study evidences the high content of toxic chemicals in these recycled materials. The concentration of PAHs in the commercial pavers was extremely high, reaching values up to 1%. In addition, SPME studies of the vapour phase above the samples confirm the volatilisation of many of those organic compounds. Uses of recycled rubber tires, especially those targeting play areas and other facilities for children, should be a matter of regulatory concern

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