first thoughts  Angela Lehman-Rios  

Not quite 100 years ago, in 1910, Virginia became the second state to pass legislation devoted to creating and maintaining a relatively new invention: the playground. In their early incarnations, play-grounds were not associated with schools. In 1912, the University of Virginia started educating rural school teachers on the value of adding playground equipment to their schoolyards for use during the summer school session. The simple, home-made swings, see-saws, ladders and sliding poles were dismantled and stored away during the regular school year. Fortunately, we’ve come a long way since then, and playgrounds are installed at virtually every elementary school in the country. (Meanwhile, many natural play areas such as creeks, copses and fields have been uninstalled, so to speak.) And playground design has improved: take a look at this 1916 design recommended by the Department of Public Instruction of Virginia. Adequate, but undistinguished.

(Yes, I know if you’re reading this, you survived the playgrounds of the 1970s… because if you didn’t survive, you wouldn’t be reading this. I, for one, think the spring-controlled see-saws of modern playgrounds are a great improvement over the spine-jolting ones of my childhood. But I do miss merry-go-rounds and even the hot metal prison-cage grids of jungle gyms.) Playgrounds still have progress to make, however. For example, they could do a better job of incorporating natural features such as groves of trees and gentle slopes. They should also be designed so children whose mobility is limited can enjoy them. This is the vision of the parents involved in the John B. Cary Elementary School accessible playground project. (See “Fair Play,” page 16.) The school’s PTA has undertaken the task of raising $260,000 to construct the play-ground. Meanwhile, the Richmond Public School system must come up with $25 million to bring schools into compliance with the Americans with Disabilities Act. (See “With Civil Rights and Access for All,” page 17.) Of the 97 items in the first round of projects, only one is a playground. Why isn’t the Cary playground on this list? Why aren’t all the schools’ playgrounds on this list? What’s the big deal about play-grounds? Clarifications in 2006 to the Individuals with Disabilities in Education Act specifically note, “‘regular educational environment’ encompasses regular classrooms and other settings in schools such as lunchrooms and playgrounds in which children without disabilities participate.” In other words, the playground has a necessary function in the educational setting. It should be just as accessible as the school building. The absolute developmental need for play, especially at the elementary level, is widely acknowledge-edged. Since children spend so many of their daylight hours at school, playgrounds are a crucial element of the educational experience. All school systems should plan to fund the building or renovation of play-grounds to accommodate people—children, teachers and parents—with disabilities.

Last thoughts

For over three years, I’ve had the pleasure of being the editor of Richmond Parents Monthly. This issue is my last in that role, as I’ve decided to devote more time to writing and to volunteering in the orchestra programs at my children’s schools. You could say that my goals at this magazine were always small: I wanted to report on local people and events, to give parents articles they wouldn’t find in national magazines, to help people make connections with resources and parents in their communities. I wanted to help produce a magazine that parents would want to read—even if it was two sentences at a time while watching a child roll down a hill at Maymont or, later that day, take a bath. These are still the goals of Richmond Parents Monthly, and you’ll continue to see the work of local writers in these pages, under the next editor. I know she’ll have a great time.

Archives:

Pick up your copy of Richmond Parents Monthly available at over 400 area locations!