Burst learning through play

During recent years numerous research has documented
that play is essential for learning and developing basic skills. 

Children improve their ability to acquire new skills through play and hence play should be actively utilised as a means to improve learning rather than just a break during a day in day care or school. Based on this we find that curriculum for all parts of the educational system - from nursery to secondary schools - set increasingly ambitious targets for the development of children.

At KOMPAN, we fully embrace this development.
All KOMPAN play solutions combine playful moments with an effective tool for teachers.

Which is why in all that we do we focus on play solutions that deliver development within the following 4 competences:

The 4 competences are generic overall skills but of course the way they are applied varies across age groups.

Age-appropriate play sets a beacon for the play solutions we develop for the educational segment.
Because at KOMPAN we know that play is essential for learning.

KOMPAN-Edu-Skill-Physical.png PHYSICAL

– the joy of physical challenge

KOMPAN-Edu-Skill-SocialEmotional.png SOCIAL/EMOTIONAL

– the joy of being together

KOMPAN-Edu-Skill-Cognitive.png COGNITIVE

– the joy of learning

KOMPAN-Edu-Skill-Creative.png CREATIVE

– the joy of creating on your own

Early childhoold education and care

The best educational investment in future welfare and prosperity is in high quality solutions for young children, economic research shows.

Physical play activity is essential, as even young children increasingly are documented by research to take far too little physical activity to develop their motor skills in the way previous generations did.

To children, the motivation to play and move is high when play areas offer activity that responds to their movements, for example swings, spinning equipment and spring equipment.

The social and creative play motivation is high in play areas offering for instance sheltered and themed play areas and sand play activities.

Primary and secondary school

Schools are expected to cater for children’s life skills as well as their academic skills. Welldesigned play areas are learning fields for, in particular, children’s social and physical skills.

A growing number of children lead sedentary life styles and need support and direction for their social behaviour. Well-planned outdoor school areas take their starting point from the users’ play needs.

The World Health Organisation recommends that children above the age of 5 years train their motor skills, condition, bone density and strength, specifically their arm, leg and core muscles. The age appropriate school play area offers varied opportunities for physical activity to motivate children, including less agile children, to be active in a self-directed and fun way. 

Social interaction will be strong in well-planned school areas, and teachers report that social skills such as waiting for your turn are hard to teach, but easy for children to adapt to when in the playground. Guided or instructed activities and teaching may very well take place in the playground, too. A school playground planned meticulously to support free, guided and instructed play can offer all children a varied and motivating learning experience. Last, but not least, it can be an inspiring educational tool for teachers, fully providing active learning experiences aligned with the curriculum.