Cullman students design inclusive playgrounds as part of STEM project
CULLMAN, Ala. – What’s one of the best ways to get young students engaged in design and engineering concepts? Let them dream up something fun. That’s exactly the approach taken recently at East Elementary School, where fourth graders had the opportunity to conjure up their own designs for an inclusive playground for students of all abilities.
Students used the project as an opportunity to familiarize themselves with the Tinkercad software program, which teaches students 3D design, electronics and coding. The software is an innovative way to bring project-based Science, Technology, Engineering and Math (STEM) concepts into the classroom.
“The goal of our ‘Inclusive Playground Project’ was to create and design a ‘pretend’ welcoming and accessible environment for students that accommodates children of all abilities, fostering a sense of belonging, social interaction and physical activity for everyone,” East and West Elementary STEM instructor Jennifer Tidwell explained. “Inclusive playgrounds are designed to be inclusive and barrier-free, allowing children with diverse abilities and disabilities to play together seamlessly. We addressed goals associated with inclusive playgrounds. By addressing these goals, we concluded that inclusive playgrounds contribute to a more equitable and enjoyable play experience for all children, promoting physical activity, social interaction and the development of essential skills in a supportive and inclusive setting.”
Students came up with plenty of clever ideas in their playground designs, including larger bathrooms with bigger stalls, sensory gardens for students who are wheelchair bound, accessible paths that are obstacle free, play structures with ramps, adaptive sports courts, socialization spaces and more.
“The students were very passionate about this project and brought their creativity and innovative thinking to the project itself,” Tidwell said. “They came up with unique solutions, thought outside the box and added a fresh perspective to the overall project concept. They were sad when our class time was finished, which made me smile. I loved their overall enthusiasm for this project.”
