Kids need to play.
Not as a reward for finishing their work or a break before the “real” learning starts, but as an essential way that children make sense of the world, each other, and themselves. Mr. Rogers once said, “Play is really the work of childhood.”
Some kids need to run until they’re breathless. Others want to build, pretend, dig, or sit and watch for a while first. Children don’t all play the same way, and a good play space shouldn’t ask them to.
From Ideas to Reality
Our school community has given generously of its time, talent, and treasure to create a playground where every child has a place to play and belong at recess. Thank you!
Two years ago, Hilda deWolde’s grade 2 class researched and proposed new playground features. Those students are now in grade 4, and their ideas are now part of our playground.
A play forest. A nest swing. A teeter-totter. But what mattered most to them was a playground that included every student. They understood instinctively that everyone should be welcome and purposefully chose inclusive play elements and rubber surfacing that makes the playground easier to move through.
Every space teaches something about who belongs and what is possible.
How Brenna Enjoys Our New Playground
The following is shared by a few members of our incredible elementary team: a grade 4 teacher and several of our educational assistants who work with Brenna, who uses a wheelchair.
With our new play spaces and the support of her team, she is finding more ways to play alongside her classmates at recess.
“The greatest joy of this playground is not found in the equipment itself, but in the moments it creates. It has become a place where belonging feels easier, differences are celebrated, and every child has the opportunity to share in the laughter, confidence, and connection that childhood should bring.
For our 4A class, the playground isn’t just for recess. It has also become a meaningful part of our weekly running club. After students complete their laps, we spend time together enjoying the playground and building connections as a class. The new swing, teeter-totter, orange spinner, and rock arch have all quickly become student favourites. The students have demonstrated kindness, patience, and teamwork as they learn to take turns and ensure everyone has an opportunity to participate.
One of our students, Brenna, uses a wheelchair to get around. She has embraced the new playground with enthusiasm. The addition of a rubber pathway across the woodchips has made it possible for her to get closer to the action and enjoy more of the playground alongside her classmates. You might spot Brenna playing rock, paper, scissors with friends, sharing laughs, and bringing joy to those around her.
With the support of our wonderful educational assistants, Miss Karlina and Mrs. Darbey, she can access many of the features, and it has created new opportunities for connection with her peers. The new orange spinner has become a favourite destination, where she enjoys making musical sounds along the rim while classmates take turns spinning. Whether she’s being transferred onto the teeter totter or taking a spin in the egg chair, she’s surrounded by classmates who cheer her on, laugh with her, and celebrate each moment of fun.
Brenna, and other students with different needs, can’t yet reach every part of our playground. Because we’ve seen what accessibility makes possible, we know how meaningful further improvements could be for her and every child. We dream about the opportunities a fully accessible playground would create. A place where belonging is woven into every space and where no child has to watch from the edge.”
Hannah Heppell (Grade 4A Teacher), Karlina Postma (EA), Emilie Darbey (EA).
WHAT DO YOU THINK?