Obstacle Course

One day on the playground, some children enjoyed the swings while others spun at breakneck speed on a twisting play platform. Children were playing soccer on the field, while two children played a game of basketball next to the playground. As I observed the scene, I noticed a group of children sitting near the wood chip-covered play area.

We take the children outside to play for an hour every day after school. Sometimes the children do not enjoy the weather, so we play in the gym. Most children enjoy playing sports, using the swings or climbing the structures on the playground. Educators use this time to observe and catch up on individual conversations with the children.

As I move around the playground, I often stop to catch up with an individual or small group of children. The playground is a great place to connect socially and discover what is happening in the lives of the children. Most of the time, our conversations are short because I like to keep moving.

I walked over to a group of children and said hello. They responded with a hello and not much else. I asked the children what they were up to today? The response back was “nothing.” I asked if they were hanging out or looking for something to do? They replied, “I don’t know.” I was thinking about what I could do to support their current choice. Should I try to keep the conversation going? Or move along and talk to other children?

I made a different choice. Next to where the children were sitting was a green climbing structure. I asked the children if they thought it was possible to climb the play structure with no hands? No responses came my way. Not wanting to push but inspire, I started to walk across the frame with no hands. I was not successful in many attempts.

Most of the time, I would walk away, and the children would figure out what they wanted to do on their own. School-age children never sit for a long time. I felt playful and wanted to see if I could start an activity for the children.

My attempt to walk across the play structure started a conversation. The children began speculating if they could do it. A few tried and could not make it across without using their hands. Now instead of sitting, the small group of children was standing as they watched each other try to cross the play structure with no hands.

Seeing an opportunity to play together, I asked the children if they enjoyed obstacle courses. The children said yes and looked at me for more information. I invited the children to watch. In a flash, I started moving up, down, and around different structures on the playground. When I returned from my journey, I asked the children if they wanted to try.

Often the children are reluctant to try a new activity, or an activity they believe is not fun. If we show children the possibilities of a specific action, they may give it a try. Then they can decide for themselves if they want to take it further. My role is to share the possibilities, move away and invite the children to take over.

A few eager children stepped up. We agreed on a starting line while I asked who was going first. The children said they wanted to go together. I suggested that it would be better to go one at a time. In my mind, I was thinking safer. The course was challenging and involved climbing, heights, ropes, slides, and more. I suggested the rest of us cheer for each other.

Ready, set, go! the first child started moving around the playground. We all cheered and shared advice as the child progressed through the course. When the first child finished, they breathed hard with a big smile. Other children followed and tried the course. As we played, the children suggested adding and removing certain obstacles. We lost track of time as we challenged ourselves with new adventures on the playground.

I enjoyed watching as the children moved through the course. Many children watched their friends as they waited for a chance to try. During a break, the children shared stories about their course run-through and came up with new ideas for the course. The obstacle course play went on for many days and transformed the playground experience.

The children gathered on the playground many days after creating our initial obstacle course and made new courses. To my surprise, the obstacle course fun never developed into a competition. Instead of going one by one through a course, the children decided to change their approach. The children took turns appointing a leader to create each new route and then guide the group through the course. The children supported each other as they met new challenges on the playground.

The actions of the playground carry over into the program. As the children build trust with each other in play, this creates stronger bonds within the learning community. The lessons the children learn about people during play carry over into life.