EP0846481A2

EP0846481A2 - Integrated playground

Info

Publication number: EP0846481A2
Application number: EP97610057A
Authority: EP
Inventors: Magrete Maria Guldager
Original assignee: Kompan AS
Current assignee: Kompan AS
Priority date: 1996-12-09
Filing date: 1997-12-09
Publication date: 1998-06-10
Also published as: EP0846481A3

Abstract

In order to be able to offer handicapped children the possibility of playing in a playground, the playground according to the invention is composed of a collection of playground equipment which is placed with a drive-ramp between the individual items of equipment and provided with inclined approach ramps. Furthermore, there are holding means and shields at the sides of the drive-ramps, so that the children can more easily move between the items of playground equipment. <IMAGE>

Description

The known technique

The invention concerns a playground comprising a number of items of playground equipment which are placed together to form a playground.

Playgrounds of this kind are used wherever it is desired to provide children with possibilities for activity.

In this context, the children are normal children who can move freely between the items of playground equipment, and use them for their purposes, such as climbing, swinging, sliding, hopping etc.

Such playgrounds are not particularly suitable for handicapped children, i.e. children who suffer motory walking impairments or who are weak-sighted etc.

Advantages of the invention

It is the object of the invention to compensate for this drawback with normal playgrounds and, as disclosed in claim 1, this is achieved by mutually positioning the individual items of playground equipment so that a wheelchair can pass from one item of equipment to another.

With such a combination system, which is raised above the ground and which is in accordance with the directions provided in the standards which are relevant herefor: ADAAG, ASTM (USA) and DIN, there is achieved a playground where children with handicaps can manoeuvre diverse aids and wheelchairs without any help.

The children can move themselves up on, through and downwards in a wheelchair, which provides sensations and experiences of space, direction and differences in height.

In a simple manner, it is hereby achieved that children in wheelchairs and other mobility frames are given the possibility of moving around between the individual items of playground equipment, whereby they can move unaided to and seek out those items in which they can find pleasure.

In order to ensure that the "roadway" is even, it is expedient as disclosed in claim 2 to configure the roadway as a drive-ramp.

As disclosed in claim 3, by establishing holding means between the playground equipment, weak-sighted children can use them as guide means and children with walking impairments can use them as means of support.

Finally, as disclosed in claim 4, it is expedient to provide the playground with suitable elements, such as a climbing tower, a footbridge, a chute and a climbing frame provided with ropes.

The drawing

In the following section, the invention will be described in more detail with reference to the drawing, where

figs. 1 - 16 show different example embodiments of the floor (floor modules),

figs. 17 - 19 show different example embodiments of the ramps,

figs. 20 - 22 show different example embodiments of the transition sections (transition points).

figs. 23 - 42 and 65 show different example embodiments of the side-screens,

figs. 43 - 64 and 66 show different example embodiments of the accessories, and

fig. 67 shows an example configuration of an integrated playground according to the invention consisting of a selection of example embodiments.

Description of the example embodiments

The discussion concerning the individual elements starts with a description of example embodiments of the floor modules, i.e. the floor elements which constitute the ramps and/or drive-lanes and walking areas in the playground.

The ramps are composed of different floor modules and thus form the basis for all movement in the playground system, both for walking and crawling children and children in wheelchairs. The basis of the floor module configuration lies in the fundamental concept concerning the playground system, i.e. that it shall provide different experiences with regard to height, space and direction, sensations of a tactile nature and good possibilities of orientation, also for the weak-sighted.

This is achieved through the selection of various materials which can provide experiences regarding temperature differences, cool/warm, different shapes, depressions, raised portions, arched, round, square, crooked and so on, and finally different surface structures such as rough, smooth, corrugated etc.

By placing the floor modules in a certain sequence, it will thus be possible to enhance the experiences, e.g. by placing a rough surface at the side of a smooth surface.

In fig. 1 is shown an example of a floor module 1 comprising a plate 2 with finger-holes 3 arranged so that the distance between the closest-lying holes corresponds to the fingers. These grip-holes are placed in an offset manner along the edges, and thus they provide the child with the possibility of being able to gain a grip while crawing forwards and up from the sides, and they also form an optical break-up of the surface.

In fig. 2 is shown a floor module 4 comprising a shiny metal plate 5, whereby a mirror effect is achieved. The plate is supported underneath by not-shown beams 6.

In fig. 3 is shown a module 7 comprising a metal plate 8 which is configured as a grid of stretch-metal, whereby a smooth/uneven, hard and partly transparent plate is achieved.

In figs. 4 and 5 are shown examples 10 and 13 of a plate of

transparent plastic

11 and 14 on which there are glued pieces of foil in the shape of a fish 12 and a game-brick 15 with uneven surface.

This provides a small difference in height, and a child can look through the plate and hereby observe who and what is underneath.

In fig. 6 is shown a floor module 16 built up of wooden ribs 17, a profile of which is indicated, which provides a rough surface with a washboard effect and a non-slip surface.

In fig. 7 is shown a corresponding floor module 18 built up of profile boards.

In figs. 8 and 9 are shown examples 19 and 22 of wooden plates 20 on which lists 21 are mounted, i.e. in fig. 8 there are six lists and in fig. 9 there are only two.

The uneven surface is felt as something which extends upwards, which exercises the ability to balance on them. By letting the lists be placed in a given design, a ball can be rolled from list to list or water can be allowed to run in a certain pattern.

In fig. 10 are shown floor modules 23 comprising a wooden plate 24 in which grooves 25 are formed by milling or the like. Contrasting experiences are hereby achieved, in that a ball can be rolled around inside the groove and it can be felt when it is walked on.

In fig. 11 is shown a module 26 comprising a wooden plate 27 on which raised portions 28 with a sloping profile 28 are placed in an offset manner. It is hereby possible to manoeuvre a wheelchair over the raised portions, which requires coordination and a little effort and provides a slight seesaw movement with a little speed downwards. The child can also decide to take the easy path and manoeuvre the wheelchair between the raised portions, which for walking children can serve as balancing blocks.

In fig. 12 is shown an example 29 of a washboard-like steel plate in which grooves 31 are stamped. The steel plate provides both a smooth and a rough surface, i.e. non-slip surface, with a clang other than that of wood.

In fig. 13 is shown an example 32 of a wooden plate 33 in which balls 34 are mounted on axles 35. The idea here is that foot massage can be exercised, whereby the feet are used in another way, in that the balls can be turned with the feet while standing or sitting down.

In fig. 14 is shown an example 36 with a crumpled steel plate 37 mounted in a steel frame 38. In fig. 15 is shown an undulating bottom 39 in the form of a rubber sheet 40 which is suspended in hooks 41. And finally in fig. 16 is shown an embodiment 42 of a floor module comprising a wooden plate 43 in which there is inserted a pillow filled with jelly or air 44 and mounted in a steel ring 45.

In the following, three ramps will be described, i.e. in fig. 17 a ramp 46 comprising a wooden plate 47 with a diagonally-extending portion 48 with a grooved profile as indicated. The ramp is inserted between two vertical wooden plates 49 with cutouts and grip-straps 50.

In a corresponding manner, fig. 18 shows a ramp 52 comprising a brush-board 53 with a profile as indicated, and with the same vertical wooden plates 49 with grip- straps 50.

Finally, in fig. 19 is shown a rubber ramp 54 comprising a rubber plate 55 between two wooden plates 49 with grip-straps 50.

These ramps provide experience of smooth/rough and inclined/straight, while at the same time the grooves and the brushes give non-slip support.

In the following, three example embodiments of the transition points will be described, all of which comply with the demands concerning transition points, combined with a resting place/seat/bench/table.

In fig. 20 is shown a small model 56 comprising a wooden plate 57 fastened to posts 51. Fig. 21 shows a large model 58 comprising a wooden plate 59 with tubes 60, each of which is fastened to a post 51. Finally, fig. 22 shows a medium-sized model 61 comprising a wooden plate 62 with tubes 60 fastened to a post 51.

In the following section, the side-screens will be described in more detail. The object of these example embodiments is to provide elements which have a recreational function while at the same time serving as side-screens, i.e. they must be functional in providing support, have the right ergonomical dimensions and be exciting and stimulating to the touch. The possibility is hereby provided of different experiences regarding space and direction.

In fig. 22 is shown a side-screen in the form of a spacing tube 63 comprising a tube 64 between posts 51. The bent steel tube makes it easier for the child to duck under, and it is coated so that it is not cold and hard.

In fig. 24 is shown a roundel game 65 comprising roundels 66 on a stay 67 between posts 51. The roundels can be rotated, and they can be moved from side to side if the correct size of opening in the roundel is allowed to pass over small obstacles on the stay.

In fig. 25 is shown a side-screen with tubular bells in the form of brass tubes 69 of different lengths on a stay 70 suspended between posts 51.

The tubular bells, which even the most handicapped of children can easily play with, also serve as an orientation source for the weak-sighted.

In fig. 26 is shown a sand mirror 71 comprising a wooden ring 72 which is is mounted between posts 51 in a rotatable manner. In the wooden ring there are mounted transparent plates with coloured sand enclosed within the space between. The sand can run from side to side between the transparent plates 73, whereby the sand comes alive. This provides an experience especially for those children who have only small possibilities of movement.

In fig. 65 is shown a climbing/speaking tube 212 comprising a wooden plate 214 mounted with posts, and on which there is mounted a tube 213. The bends in the tube are shaped so that it can be climbed on, and it is placed so that it connects the two storeys in such a manner that children can speak to one another, i.e. communicate up and down.

In figs. 27 and 28 is shown a sandmill and shelf 74 comprising a wooden plate 75 with a shelf 76, said wooden plate being fastened between two posts 51.

In the wooden plate there is provided a crank handle 78 with a mill 77 for use in connection with sand.

Figs. 29 and 30 show a sand-wall 79 comprising a wooden plate 80 between posts 51. A sand-tube 81 and a sand-conveyor 82 are mounted on the wooden plate.

In fig. 31 is shown a ball game 83 comprising a wooden plate 84 with a steel rod 85 on which plastic balls 85 have been inserted. The object here is that the balls can be shifted over and behind the wooden plate and back again.

In figs. 32 and 33 there is shown a climbing wall 87 which consists of a wooden plate 88 with gripping bars 89 and foot supports 90 on the one side, and steps 91 on the opposite side. These steps are flexible and they can be moved so that one can construct one's own climbing wall.

In fig. 34 is shown a music wall 92 comprising a wooden plate 93 between posts 51. To the post there is secured a strap 95 with a wooden ball 94 at the end, and this ball can be used to hit a gong 96 or bells 97.

In figs. 35 and 36 there is shown a rattle and play-ball 98 comprising a wooden plate 99 in which there is suspended a crank handle 100 with a sprocket 101 on the opposite side of the plate. This sprocket can engage with a ratchet spring 102. Moreover, there is a ball 103 which can be moved in a track in the plate.

In fig. 37 is shown a speaking tube/balance side-screen 104 comprising a tube 106 between the posts 51, and with a funnel 107 at the one end and a mouthpiece 105 at the other end, also standing plates 108 at the bottom.

Even children who are severely handicapped in their movements and who are unable to bend down can hereby place the ear/mouth directly to the tube and experience sounds made through the tube.

In fig. 38 is shown a ball-chute game 109 comprising tubes 110 with openings 111, the tubes being mounted between posts 51. Balls can be inserted and removed through the openings 111.

In fig. 39 is shown a railing with grip-rings 112 comprising a number of grip-rings 114 between the railing bars 113. The children find pleasure in turning the rings.

In fig. 40 is shown a moving-ball game 115 comprising wooden plates 49 with grip-straps 50 and a plastic ball 116 with a handle 117 on a connection strap.

Finally, in fig. 41 is shown a clock 118 comprising a plate between posts 51, on which plate there is mounted a dial-wheel 121 on the one side and pointers 120 on the other side.

In fig. 42 is shown a "digital" clock 122 comprising a wooden plate 119 with a cutout for rotatable balls 123. With colours or numbers the balls can be marked with varios symbols.

These clocks have movable parts which the children find interest in turning. Since only a very few of these children are able to learn to tell the time, the clocks are not used to show what time it is but can be provided with sounds which are activated at different times.

In the following, the different kinds of accessories will be described.

In fig. 43 is shown a table 124 comprising a wooden plate 125 with grip-holes 126 and a receptacle 127. This table can with advantage form part of sand games and can be used in many ways.

A corresponding table with brush 128 is shown in fig. 44, here comprising a wooden plate 129 with a hole 132 for a bucket, and with a brush 130 on a strap 131 fastened to a post 51. The brush and the hole for the bucket provide a perfect outlet for the child's activity, and since the brush is easy to grip and hold on to, in practice they are used continuously.

In fig. 45 is shown a sand-table 133 comprising a plate 134 with a receptacle 135 between posts 51.

Moreover, there is a hole 138 for a bucket, two different sieves 136 and a rotatable hook 137. This table is an assembly point in the play. It can be advantageous to place a floor element in the form of a grid under the sand-table. This provides good possibilities of play participation by children in wheelchairs, which can be manoeuvred despite the sand.

In fig. 46 is shown a water-table 139 comprising a water-post with tap 141, receptacle 143 and a table-plate 140. In the table-plate there is a sieve 145 and a hole 144 for a bucket. The water can be turned on and off by means of a photocell 142.

In fig. 47 is shown a ball game 146 comprising a ball 149 suspended by a string 148 from a support hoop 147. Under the ball there is a flexible net 150 which is suspended in an elastic rope 151. A backplate provided with a hole constitutes the goal.

In fig. 48 is shown an example of a sound cushion 152 comprising a rubber membrane 153 which can activate a bell 154 or a cushion with whistle 155. The sound cushion is capable of attracting great attention when the sound is suddenly created.

In fig. 49 is shown an example of a hoist 156 comprising a sand shovel 159 on a rope over a hoist 158 and a wooden plate 157 between the posts. The hoist is a new phenomenon which one must learn to use, and which involves something technical as well as aspects of coordination.

In fig. 50 is shown a tug-of-war arrangement 160 comprising a rope 161 which extends between posts through a pipe-piece 162 and with hand-grips 163 on both sides. This is particularly pleasurable for larger children, who can exercise their pulling abilities.

In fig. 51 is shown a basketball game 164 comprising a hanger 165 with a string 166 in which the ball 167 is suspended. The game can be varied with other suspensions. The ball acts as a magnet and is particularly pleasurable for larger children.

In fig. 52 is shown a stool 168 comprising a pivotable seat 169 which is provided with a ball channel 171 in which one or more glass balls 170 can roll under a transparent plate 172. The stool also serves as a good place to sit.

In fig. 53 is shown a balcony 173 comprising a canopy with a rotatable wind-rose 177 and a bell 178 which is hit during rotation. There is also a strap 176 in the middle, a concave plate 175 and a wooden plate 174. The balcony serves as a fixed resting place for the children. Here they have a good breadth of view, and they can take a pause while following what is going on around them. The transparent, concave plate has a good effect.

In fig. 54 is shown a rotatable arrangement 179 comprising a cup 181 mounted on an axle which can be turned by means of a hand-wheel 180.

In fig. 55 is shown a boxing ball 183 on a spring 184 mounted on a post 51. The boxing ball can be played with both by children sitting down and standing up.

In fig. 56 is shown a wheel 185 comprising a rotatable hand-wheel 186 with a knob 187.

In fig. 57 is shown a hammock 188 comprising mats 189 suspended in straps 190 between posts. This hammock provides plenty of room and is used a lot, particularly in rainy weather.

Fig. 58 shows rings 191 which comprise a bent steel tube 192 on which wooden rings 193 are suspended. This ring is particularly popular among girls who have reasonable motory coordination.

In fig. 59 is shown an open/close strap 194 comprising a strap 195 between posts, said strap being provided with hooks and eyes 196 so that it can be opened and closed. This detail gets tried over and over again, and it has a clearly psychological effect: here and no further.

In fig. 60 is shown a net 197 comprising a network of ropes 198 suspended in a pipe between posts. Suspended in the bottom of the net there is a mat 200 in which a child can sit or stand.

In fig. 61 is shown a step 201 comprising a support piece 202 on which a rotatable disk 203 is mounted. This step can also be provided with a ball channel 171 with glass balls 170 and a transparent cover disk 172.

In fig. 62 is shown a sound-wall 204 which comprises a system of tubes with shouting-funnels 206 and a platform 205 for sitting or standing on. This sound-wall has those elements which provide aspects of further development. The element can thus be used in any number of ways, in that it provides possibilities of all kinds of sounds.

In fig. 63 is shown a parallel-bar 207 arrangement comprising a bar 208 which can be adjusted in height.

An example of a chute 209 is shown in fig. 64. This comprises two wooden side-guards 210 between which a steel chute 211 is mounted.

Finally, in fig. 66 is shown a lying/play element 215 comprising an underlay of boards 210 with mats 217 between vertical wooden plates with grip-straps 50. This is an incredibly popular place, also in wet weather. It can he extended with sand-tables for the sides and possibly a place for lying above, so that children on both levels can play with one another.

Finally, an example of an integrated playground is shown in fig. 67, which is a plan view of an integrated playground comprising all of the elements described above.

The grouping-together of the elements is carried out following considerations regarding intention, in that in addition to the aesthetic values, the system incorporates audile sensations in the form of sound, noise, sand, water, mud-games etc., which stimulate the children's curiosity and herewith give them abilities and experiences of which they could perhaps otherwise be deprived.

Claims

Playground comprising a number of items of playground equipment which are grouped together in the formation of a playground, characterized in that the individual items of playground equipment are mutually positioned in such a manner that a wheelchair can pass from one item of playground equipment to another.
Playground, characterized in that the individual items of playground equipment are connected with a drive-ramp.
Playground according to claims 1 and 2, characterized in that there are holding means, such as railings, handbars or ropes between the individual items of playground equipment and extending at the sides of the drive-ramp.
Playground according to claims 1-3, characterized in that the playground equipment can comprise elements such as a tower, a bridge, a chute, a hammock, a climbing rope and the like.