The playground Primo Sport 0246 is composed of different areas, each one has a specific purpose to develop children capabilities.
- 0-3 years : “The valley of the gnomes”
- 3-6 years : “The valley of Adventure”
- 0-3 years : “Sahara”
- 3-6 years : “The Gym”
- 3-6 years : “Sprint Distance”
- 0-3 years : “The land of the fairies and elves”
- 3-6 years : “The castle”
- 0-6 years : “The valley of the moon”[/checklist]
The number of plots or games to insert in each area can be defined as a function of the space available. The choice of equipment and their arrangement can be adapted to the space available, it is done by following a specific scientific criteria that takes into account the aspects of the auxology and motor sciences for the age group 0-6 years old.
For this reason EACH PLAYGROUND PRIMO SPORT 0246 WILL BE UNIQUE.
For each playground, depending on the elements implemented, the University of Verona provides a manual “GUIDELINES FOR BEST USE” specific for each playground and that will allow parents, teachers and educators to take full advantage of the playground and its facilities helping develop the motor skills of a child.
The chances of how to approach a proposed path in the playground are several:
– free choice -> of the activities of the playground –
recreational path -> for children (let the child choose the activity and the areas to play and what to do)
– sports path -> follow the numbered areas and increase duration, frequency and intensity of activities
– path (rehabilitation)
By changing the varying factors such as frequency, intensity, duration and the complexity of the learning path you can modulate the development of motor skills.
BALANCE is the ability to respond and to counteract the force of gravity that a child begins to develop from the time of birth.
It is the ability to maintain body in a given position and to resume a position that allows you not to fall after a forceful movement.
It is also the ability to walk on a surface and carry an object on your head…
It is distinguished as:
– Passive (when the movement is immediate and without intentional action, for example, a child that is cradled…)
– Active (a child walks on the rocks while crossing a river, without falling… .)
[info]Useful Activities: anything that puts a child in a situation as not to fall, varying in possible situations.[/info]
MOVEMENT (motor aspect) occurs initially through reflexes (grasping reflex) and assumes particular importance because it develops the purely human ability to use your hand to write.
all motor development activities concerning the use of fingers, hands, arms, shoulders, such as grasping, holding, throwing, pulling, tightening, pushing and hanging, allow the development of this ability.
TOUCH (sensory aspect) is expressed initially through reflexes (Bibinski) and it helps the ability to recognizing objects through touch.
Experience different sensory types using objects found in nature (pebbles, wooden pegs, sand, grass, water, etc.) and other objects of different size, colour, weight consistency and temperature…
The MULTIFUNCTION PATH is a space in which a child engages in several capacities.
venturing in new and different motor/physical activities, that stimulate the different capacities and different coordination skills.[/info]
Mobility : the first movements occur with dragging, crawling, walking, to get to running in a perfect criss-cross pattern.
being able to experience different movements in a suitable environment, offering facilities and materials suitable for “each child”, at the level of personal development of each child.
The repeated experiences or movements lead to improve that particular skill.
SYMBOLIC GAMES is a fundamental activity for the development of social skills of a child, which allow them to interact with others in a harmonious way.
The symbolic games is manifested by a child’s ability to imagine a reality that does not exist, reconstruct stories using the environment, others and themselves as characters.
It also expresses itself in the ability to imitate.
Useful Activities: it is important that a child is left to play freely. The space can help if it is structured in such a way as to favour the moments of both activity and rest.