How should large outdoor toys be played with?

Currently, global demand for toys is growing steadily, with increasingly high expectations—particularly for large outdoor play equipment. In China, such equipment has become an essential fixture in every kindergarten and community, and it remains the most beloved form of recreational play for children. By engaging in a variety of activities—climbing, crawling, sliding, swinging, walking, spinning, hitting, jumping, and grasping—children not only enhance their physical fitness but also cultivate valuable qualities such as teamwork, courage, resilience, and the ability to overcome challenges.

　　In the past, when our kindergarten teachers organized children’s play on outdoor large-scale equipment, they often faced issues such as poorly planned activities and unclear objectives: during free‑play periods, children would rush en masse, leading to pushing and trampling; during group activities, the outdoor equipment would end up gathering dust, resulting in underutilized resources.

　　Based on the unique functions of outdoor large-scale playground equipment, how can we ensure that children play happily and learn through play, enabling these large toys to be used appropriately in outdoor activities and effectively fulfill their educational and recreational purposes? Beijing Funmaxland Sports offers the following professional recommendations: Organize activities according to the distinctive functions of outdoor large-scale playground equipment.

　　I. Each large-scale toy has a certain educational function.

　　Whether used for practicing crawling, climbing, or balancing, these large outdoor play structures all contribute to young children’s motor development. Kindergarten teachers should understand the characteristics of these toys and, based on children’s developmental levels, plan and guide play in a deliberate and purposeful manner. In the younger class, children can use the equipment to play “hide-and-seek.” When the teacher asks them to hide, some will duck behind the toy’s compartments, others will crawl into the slide tubes, and still others will climb up onto the platforms. In the middle and older classes, children can engage in competitive games using the large play structures—for example, a game called “Capture the Flag.” The teacher places a red flag at the center of a platform and has the children start from different points on the equipment, racing to be the first to grab it. Additionally, some toys are symmetrical, featuring two parallel climbing ladders and slides, allowing children to divide into teams: they climb up the ladders, then slide down, with the winning team determined by who reaches the finish line first. By leveraging the unique features of outdoor play equipment to design games, children not only practice their motor skills but also have a great time.

　　II. Organizing Subjective Integrated Games in Combination with Supplementary Materials

　　Adding appropriate supplementary materials can enrich the activities, boost young children’s interest, and enable them to engage in well‑structured, role‑based play that provides comprehensive practice. For example, in a small‑class setting, children can play “Ants Moving Beans.” Each child takes on the role of an ant, climbing over a “lawn,” scaling a “small hill,” sliding down a “slope,” and then carrying beans—where the “beans” are ping‑pong balls, the “lawn” is a rubber mat, the “hill” is a ladder, and the “slope” is a slide. Through this game, children’s balance skills and various crawling movements are effectively strengthened. Another example is a middle‑class activity called “Throwing Bombs.” First, children retrieve “bombs” from a “castle,” then crawl through a “cave” and toss the “bombs” across a barrier line—the “castle” is a large, multifunctional outdoor play structure, the “bombs” are ocean balls, and the “cave” is a slide‑door or passageway. Children can climb up the ladder to the “castle” and then descend via a single‑person slide, a double‑person slide, a spiral slide, or a bucket slide; they may also choose according to their abilities and preferences. Such themed games are typically cyclical, requiring children to follow specific rules and proceed in a prescribed sequence. This not only cultivates their sense of rules but also increases the intensity and frequency of their motor‑skill practice.

　　III. Allow young children to engage in independent play in an orderly manner.

　　In addition to using outdoor large‑scale play equipment to organize group games, teachers should also set aside dedicated time for children to engage in free play on these structures. This kind of free play should both foster children’s autonomy and avoid a laissez‑faire approach. Before the activity begins, teachers should remind children to take turns, play kindly, and avoid crowding, while also instructing them to hold on firmly and keep their feet steady. If a piece of equipment is broken, children should stop using it immediately and inform the teacher to prevent potential safety hazards. During play, children are encouraged to choose their own partners and decide how they wish to participate. Throughout the activity, teachers should remain present to observe, guide, and support the children, ensuring that they can enjoy outdoor play safely and happily.