Slow Down Building in Progress

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How to support children to build dens and tree houses in their play

By Wendy Jeeves Islington Play Association

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Published by Islington Play Association, London 2011 Copyright Š2011 Islington Play Association ISBN 978-0-9558405-3-1

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FOREWORD At the time that the Islington Play Association secured its Playful Ideas Big Lottery grant I was telephoned by a journalist who wondered why we needed to spend such money helping children to play. That journalist was clearly not aware of the many societal pressures that our children face that lead to infringements of their right to play – a right that is enshrined within the United Nations Convention on the Rights of the Child, nor of the increasingly sedentary nature of children’s lives.

Instead of corralling children indoors, in front of myriad electronic devices, this project sought to give children at least a glimpse of what lay outside. The experiences, fun and playfulness that could be gained by working with others and that could bring extensive benefits to children through an uplift in their confidence, skills (social and physical) and creativity, amongst other traits, were there for those children to take. Another aspect of the project was the undeniable fact that children would be exposed to risks of which they had previously been unaware.

Understandably, this could cause concern amongst parents and others whose first instinct is to protect children at all costs.

One aspect of learning, and one that is inherent in every child, is the act of doing. This applies as much to safety as to other topics. We can attempt to teach children about hazards in the classroom, but they are likely to learn far more in a shorter time if given the opportunity to learn directly through contact with real-life materials and tools. RoSPA has been involved with this philosophy for many years through the LASER scheme – Learning About Safety by Experiencing Risk. The Playwork Principles that are referred to later include the following: “Playworkers choose an intervention style that enables children and young people to extend their play. All playworker intervention must balance risk with the developmental benefit and well being of children.” By allowing children to participate in tree house and den building, in an environment controlled by professional playworkers, we are extending the child’s play experience, whilst maintaining a balance between benefit and risk. The children are also then better equipped to take those experiences into the wider world.

Much outdoor play provision makes use of static equipment. This project enables children to experience the sheer delight of loose parts. They can be handled, formed, moulded, touched and manipulated into a myriad of objects and constructions. The den is first formed in the imagination of the child, and then implemented by arranging, adjusting and rearranging the materials to hand. All of this happens without planning permission or building control regulations. The primary tool is the child’s imagination, but the use of other tools will help them to realise their dreams. There may be some apprehension in allowing children to use a wood saw, but the care taken by children may be directly proportional to the sharpness of the blade. A blunt blade will lead to over-exertion, which will lead to frustration and slipping and accidents. A sharp blade gets the job done well and is respected for its ability. Safety

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equipment and gloves are important. Let children try them, but if gloves do not fit they are likely to be more of a hindrance than help.

Whatever control measures are taken, through protective equipment, lessons, ground rules or supervision, we must realise that children will not be immune to harm. And nor should they be. Once they have nicked their skin on the end of a saw blade they will realise its potential and are more careful with it. We should surely not try to prevent that nick by denying them the opportunity to engage in the activity in the first place. Learning about a specific risk such as this is not the only outcome. Children will also learn the ability to assess risk for themselves, and that is a valuable lesson that they will take with them in later life – many adult activities are far more dangerous than those of children so it is important that the ability to assess risk is learnt early.

I urge you to allow your children to build a den or a tree house, and this guide will help you.

The process should be child led, and does not need to have a measurable outcome. As adults we may not be impressed by their designs, but that does not matter. They belong to the child. They may even wish to destroy them as soon as use them. What is important is that children will be allowed to be children – to fulfill their right to play without unreasonable infringement or unreasonable fear for their safety.

David Yearley RoSPA head of play safety

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CONTENTS WHO IS THIS BOOK FOR?

1

INTRODUCTION

2

HOW DOES THIS ACTIVITY FIT INTO PLAY?

4

PARENTS

7

PLAYWORK PRINCIPLES

10

THE PLAY TYPES

12

WHAT DO I MEAN BY DENS AND TREE HOUSES?

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WHAT TOOLS DO YOU NEED?

19

CORDLESS DRILL/DRIVER

21

IS IT DANGEROUS?

24

IS IT EXPENSIVE?

30

WOOD

33

IMPORTANT THINGS FOR ADULTS TO REMEMBER

34

WORK TABLE

36

SAWING

47

HAMMERING AND NAILING

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OLDER AND YOUNGER CHILDREN TOGETHER

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BOYS AND GIRLS

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BUILDING IN TREES

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CLAMPING TREES

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USING FELLED TREES, POSTS AND POLES

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ROOFING – THINGS TO THINK ABOUT

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DESTRUCTION AND CHANGE

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WHO IS THIS BOOK FOR? This book is for everyone, and I hope it will be a practical and useful companion to your den and tree house building. As you will be working with different groups, ages and levels of interest I have tried to include hints and tips for you to make a practical activity possible.

I hope this book gives parents a better understanding, trust and value for the work playworkers do and of the importance of quality play experiences in your children’s lives. I have tried to identify the benefits playworkers hope to give children when introducing challenging activities on play sites, and the intention and value of the range of experiences which children need to develop physically, socially and emotionally.

I also hope that you will feel empowered to play with your own children and build fantastic dens and tree houses with them wherever you are.

Children – This book is for you too. I have highlighted any text which you might find useful, although in play you are the experts and so need little advice. Just remember to stay safe, look after each other and have fun.

Wendy Jeeves, Tree House Project Worker, Islington Play Association

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INTRODUCTION In 2009 the Islington Play Association secured a Big Lottery Playful Ideas grant to run an innovative three year project to help children build dens and tree houses. The project was led by a full-time playworker with support from the Royal Society for the Prevention of Accidents (RoSPA). Children began to build their own dens and tree houses across the borough in many places including adventure play grounds, parks, schools, play groups, after school clubs and community centres.

The project was about process, not product. The aim, not to create dens and tree houses per se, but rather to give children the experience of creating dens and tree houses. Children got to plan, co-operate with others, learn about materials and learn how to use tools, they got to experiment, address problems and so on, while mostly having a lot of fun. The structures then became the setting for further play. Some became semi-permanent, or at least lasted for months, some were quickly cannibalised for other building activity, some, like those in parks during events, lasted only for the day.

The project was conceived, in part, to contribute to restoring good playwork practice and the original aims of adventure play.

The original adventure playgrounds of the 1950s, 60s and 70s were run and built almost entirely by children as ‘junk playgrounds’ on bombsites and other brownfield sites (sometimes supported by an adult with building skills). Over the last twenty years adults’ fear for children’s safety and playworkers’ fear of litigation over injuries has had a detrimental effect on children’s play environments and the type of activity offered to children.

It seems we’re now living in a time when childhood experiences are limited by the fears of adults. Ironically a lot of these adults were privileged enough to have experienced the benefit and freedom of childhood adventures in a less fearful society. We currently tend to overemphasise the horror stories about accidents and stranger danger, leaving children in the perceived safety of their bedrooms with computer games playing in virtual worlds. At what cost? We know children are less physically active than ever, and that they are also under pressure to achieve and meet outcomes in education that, for some, are unreasonable, unsuitable and nigh on impossible. Opportunities for self- driven play, particularly the risky play we all remember more often than not as the highlights of our play, are now few and far between. What we fail to remember is the enormous learning achieved from such activities and the thrill and joy at having taken part.

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The well-known researcher and writer on play, Bob Hughes, states: “By coming into contact with graduated risk taking situations in a controlled environment, children will develop a capacity to identify, assess and manage other activities with risk content…[…]…children may one day become parents themselves. The very real danger is that risk management skills will be lost to the next generation, as the parents of the future will not have developed the skills or knowledge to pass on.”

From “The First Claim – a framework for playwork quality assessment”, pp 6-7, Play Wales / Play Education 2001 The Tree House Project recognised that children are becoming less and less able to access activities where they can be trusted to assess risk, and that whilst this may have come from an effort to ensure their safety, it has in fact had a negative impact on children’s ability to assess risk themselves.

In a time where children are spending little time playing outside and more time on computers playing virtual games, this project encouraged children to use their imaginations and play for real, building dens, camps and tree houses using real tools. This has given children the opportunity to learn skills, be physically active in a social environment and create worlds of their own.

The project received a lot of interest from outside organisations, parks being a good example, and has had an impact on their practice and their attitude towards children taking risks.

The project has recognised many benefits to the children participating, which in turn highlighted some of the issues presently affecting children’s development: Social skills

Spatial awareness

Physical agility

Fine motor skills

Self esteem

Communication

Safety

Trust

Responsibility

Sense of purpose

Ingenuity

Creativity

Imagination

Confidence

All of these positives were found throughout the project as a result of the children’s participation.

The way the project worked was by adopting a play approach with an emphasis on process, not product, and inclusiveness as a fundamental principle.

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Beyond the building of a den or tree house comes the creation of other worlds in which play can happen 4

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HOW DOES THIS ACTIVITY FIT INTO PLAY? Play is activity without a specific outcome. Process is the focus of playworkers. What a child finds out, learns about themselves, others and about the world they live in through the activity is the predominant outcome, and so the activity is just a tool for this to happen.

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Building a den or a tree house brings up lots of problems that need to be solved. If allowed, a child will have solutions and ideas, some may work, others may not but, through trying, children gain a greater understanding than just being told how to do it. Exposing children to different circumstances, situations or problems enables a child to realise they can adapt skills to new and challenging life situations without fear. They become more confident and able to face whatever life might throw at them.

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without a predetermined outcome. It can be art, maths, science, emotion, language, intelligence, creativity, destruction, challenge, physical, real, unreal, social or anti-social, the list is endless, and some of these are often seen as negative behaviour. It is important to understand that it is play, and to recognise that children are trying things out, trying to discover what, as an adult, you may already know. Remember you got to that point from a journey of discovery and understanding that began with play.

‘There are no rights or wrongs’ should be the approach. Obviously safety is an issue but, more often than not, what doesn’t work just doesn’t and a child can see that.

Developed self-esteem and confidence along with a sense of self direction and control, will encourage children to take responsibility and empower them to know themselves and make good choices to achieve their potential.

Beyond the building of a den or tree house comes the creation of other worlds in which play can happen. These children’s structures can become an infinite number of places; living rooms, kitchens, offices, shops or space ships where children create rules, personalities, dilemmas and scenarios or have quiet time. Children can furnish and decorate, hold events, create a meeting point and invent day after day.

There are many ways to learn and not everyone succeeds in the school learning environment. Informal learning, such as can be found through this activity, can support a child’s learning without fear of failure and without a sense of urgency to know the right answer. Play is like a multitude of experimental behaviour

"Play is the highest form of research" Albert Einstein

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PARENTS Firstly, there is no denying building dens and tree houses is great fun however old you are.

You may already have experience of building a den or tree house from your own childhood but even if not, now is your chance to ensure your child’s participation in a great activity. If your child has access to an adventure playground they might have the opportunity to build something but otherwise children tend to have to wait until secondary school to make things using tools. Even then, creative freedom is limited. This activity can invite you into the world of your child, where you can be part of the fantastic adventure. What better way to develop a great relationship with your children?

Each experience a child has with the environment offers an opportunity to increase their understanding of the world 7

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Despite all other influences such as school, media and peers, parents have the greatest impact on their child’s development. Doing things with your children, such as playing, reading or trips out, and stimulating and encouraging their natural desire to make decisions for themselves has a massive positive impact on your child’s development.

Areas of development are: �Physical – use of gross and fine motor skills (large muscles and smaller muscles, in particular hands and fingers) �Intellectual – thinking, ability to problem-solve (make assessments based on knowledge) �Language/communication – understanding and use of language �Emotional and Social – ability to interact with others, help oneself and others, learn selfcontrol, develop self esteem The desired development is from dependency to autonomy (independence), and this is also the natural urge from within the child. So it’s worth noting that children will seek out exciting activities with or without a responsible adult.

Each experience a child has with the environment offers an opportunity to increase their understanding of the world. What is important is the way the experience fits into the child’s life. If it’s a play opportunity, then it’s very relevant and so the learning experience makes immediate connections in their life. Doing any of the activities in this book will help you provide play for your child.

Apart from the obvious opportunity for physical benefit and the development of problemsolving skills, there are other less obvious opportunities addressed that are equally important. It is important for children to: �Learn to deal with failure or frustration without losing self-esteem or developing a sense of inferiority, �Develop trust and responsibility, �Develop a focussed attention, �Have a sense of self-worth, �Be able to give and understand instructions, �Be able to talk about concerns without fear of punishment, �Learn about keeping safe both physically and emotionally.

All these skills can also be developed through this activity. Parents are role models and their behaviour is copied by their children so, remember, what you do with your children is likely to be passed on to your children’s children.

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WHAT AGE IS SUITABLE? Remember, involvement can vary and children develop at different speeds. Some four year olds may be able to use a saw and some nine year olds may not. Children will rise to the challenge relevant to their ability more often than not. All children will need support to varying degrees. You may not expect a four year old to build a den out of wood, but to have a go at sawing with your help and full supervision may be fine. They can cut wood with your help and you can nail it on. Team work!

"Do not keep children to their studies by compulsion but by play" Plato

Small children like hammering. They may need a small hammer and small nails, but they can do it, even if it’s just for the joy of hammering. What you make isn’t the most important thing, it’s the experience you give your child; to do it themselves.

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Children and young people determine and control the content and intent of their play, by following their own instincts, ideas and interests, in their own way for their own reasons.

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THE PLAYWORK PRINCIPLES The Playwork Principles are based on the recognition that children and young people’s capacity for positive development will be enhanced if given access to the broadest range of environments and play opportunities: 1. All children and young people need to play. The impulse to play is innate. Play is a biological, psychological and social necessity, and is fundamental to the healthy development and well being of individuals and communities.

2. Play is a process that is freely chosen, personally directed and intrinsically motivated. That is, children and young people determine and control the content and intent of their play, by following their own instincts, ideas and interests, in their own way for their own reasons.

3. The prime focus and essence of playwork is to support and facilitate the play process and this should inform the development of play policy, strategy, training and education.

4. For playworkers, the play process takes precedence and playworkers act as advocates for play when engaging with adult led agendas.

5. The role of the playworker is to support all children and young people in the creation of a space in which they can play.

6. The playworker's response to children and young people playing is based on a sound up to date knowledge of the play process, and reflective practice.

7. Playworkers recognise their own impact on the play space and also the impact of children and young people’s play on the playworker.

8. Playworkers choose an intervention style that enables children and young people to extend their play. All playworker intervention must balance risk with the developmental benefit and well-being of children.

Playwork Principles Scrutiny Group, Cardiff 2005

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THE PLAY TYPES Symbolic Play – play which allows control, gradual exploration and increased understanding without the risk of being out of one’s depth.

Rough and Tumble Play – close encounter play which is less to do with fighting and more to do with touching, tickling, gauging relative strength, discovering physical flexibility and the exhilaration of display.

Socio-dramatic Play – the enactment of real and potential experiences of an intense personal, social, domestic or interpersonal nature.

Social Play – play during which the rules and criteria for social engagement and interaction can be revealed, explored and amended.

Creative Play – play which allows a new response, the transformation of information, awareness of new connections, with an element of surprise.

Communication Play – play using words, nuances or gestures, for example, mime, jokes, play acting, mickey taking, singing, debate, poetry.

Dramatic Play – play which dramatizes events in which the child is not a direct participator.

Deep Play – play which allows the child to encounter risky or even potentially life threatening experiences, to develop survival skills and conquer fear.

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Exploratory Play – play to access factual information, consisting of manipulative behaviours such as handling, throwing, banging or mouthing objects.

Fantasy Play – play which rearranges the world in the child’s way, a way which is unlikely to occur.

Imaginative Play – play where the conventional rules, which govern the physical world, do not apply.

Locomotor Play – movement in any or every direction for its own sake.

Mastery Play – control of the physical and affective ingredients of the environments.

Object Play – play which uses infinite and interesting sequences of hand-eye manipulations and movements.

Role Play – play exploring ways of being, although not normally of an intense personal, social, domestic or interpersonal nature.

Recapitulative Play – play that allows the child to explore ancestry, history, rituals, stories, rhymes, fire and darkness. Enables children to access play of earlier human evolutionary stages.

Devised by Bob Hughes, published in full in ‘A playworker’s Taxonomy of Play Types’ (PLAYLINK, second edition 2002).

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A den can be a sophisticated structure built with wood using tools...

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WHAT DO I MEAN BY DENS AND TREE HOUSES? A den can be anything from two chairs with a piece of material draped across them to provide a roof to a sophisticated structure built with wood using tools. The point is it is designed and built by children, possibly with the help of an adult or adults, but not led by the adult involved.

A playworker should recognise that they can enhance the play experience, but that children can do without them.

Dens can be built straight out of the ground, onto other structures, or on a base. They can also be ready made or found. An alcove in bushes is a good example of a found den or camp. We have all seen well-worn paths in woods which seem to lead nowhere. They are often secret places with a feeling of privacy away from others; places where children can create their own worlds, identities, rules and situations, a place where imaginations can set to work and children are in charge.

Children in the city or without gardens may have built a den in their house under the stairs or moved furniture around to build a sense of privacy, but they may not have had the opportunity to experience the full joy of building for real with tools. That is, unless they have been lucky enough to have access to an adventure playground or have parents who, as children, built dens and therefore feel confident enough to do this with their children.

...or a chair with a piece of material draped across it 15

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Loose parts These can be pieces of wood, boards, material, boxes, tyres, anything that a child can help themselves to, to do whatever they desire with. Children use all sorts of objects in novel ways that adults would never imagine. Having loose parts will help children to be creative in their play and in the creation of dens and tree houses.

Den kit A simple den building kit can be put together using bamboo poles of different lengths which can be tied together with rubber cut from old bicycle inner tubes. A collection of different material can then be thrown over or tied to the structures that are put together. This kit is ideal for an adventure playground and for places without outdoor space.

Bamboo poles are light enough for children to move around independently. Some children need help tying the poles together but mostly they can get on with it. Another inexpensive option could be cardboard tubes, which can be found in carpet and lino or material suppliers and will often be given for free. Although not waterproof they can work well in good weather. Your local scrap project could provide everything you need to put such a kit together.

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Tree houses If you were a child of the 60’s or 70’s tree houses will be remembered as wooden hut type structures built high up on the branches of trees, usually with a long rope ladder to the ground.

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These structures would have generally been built by dad, who wasn’t bogged down with health and safety and got as much joy from building it as his children had playing in it.

Sadly today with the complications of planning permission and protection of trees combined with the lack of trees available, people are less likely to bother to go to the lengths necessary to build a tree house.

Children I have built with haven’t seen these traditional tree houses so a house or den which is made of wood (trees) is often identified as a tree house.

On an adventure playground you may be lucky enough to still have trees on your site.

It is however possible to build a tree house on telegraph poles or posts or by using felled trees instead of poles.

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A tree house can be built around a tree, among the branches of trees, on a tree or under a tree and are usually raised off the ground. A den is usually on the ground.

It is important to remember that an adult’s idea is different to a child’s, and that for this activity it is the child’s idea we should be focussed on.

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WHAT TOOLS DO YOU NEED? This will probably be limited by budget more than anything, but with a very basic tool kit children will have a great time building. Remember, they don’t often get the chance to use tools so it will be an exciting activity for them whatever you have.

Basic tools Hammer: A claw hammer is best so you can remove nails too! Hammers can be bought in different sizes and weights; adult sizes are 20 oz or 16 oz, which some children are happy to use, but you can get an 8oz hammer that is more suitable for a smaller child.

Saw (must be sharp!): A sharp saw will be respected for its ability to cut not just wood, but also the skin of children who are using it, which will make them more likely to use it carefully. It will also make it easier for children to use it successfully and will avoid any accidents resulting in over exertion or due to frustration. I prefer a 20inch hard point universal saw, I’ve found all children have been able to master using this. I have provided smaller saws which children are attracted to using, but have found they are less successful.

Nails: Depending on the sizes of the wood you’re using, you’ll need a variety of nail sizes. It is possible to build a decent den using only nails. It is however important to use the right size nail and the right number of nails to secure pieces that will be weight bearing or fundamental to the sturdiness of the structure, i.e. floor or roof beams or wall uprights. For example, if your den is box shaped then all eight corners should be firmly nailed with 2 or 3 nails in each corner. If there is only one nail there will be pivotal movement which will mean the structure could collapse. It is also vital that the nails used at these points are long enough to create a firm hold.

Work bench or table (somewhere of an appropriate height to cut wood) Further tools: Tape measure (children love to measure things) Crow bar (a great opportunity for children to find out what they’re really for!) They come in different sizes but work on leverage so I recommend a 16 inch even for small children as its length increases the chances of successful use.

Spirit level (handy if you want a level floor or parallel uprights) Clamp A clamp is helpful particularly for smaller children who can’t hold and cut wood or for anyone trying to cut from smaller lengths of wood.

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Other tools I would introduce once a clear understanding of the need for safety and respect for the tools has been established are: Cordless drill/driver (for putting screws in to ensure sturdiness for more permanent structures or for the fun of knowing how).

There are some fantastic light cordless drivers available. Children love to use these (don’t we all love power tools?). They are perfectly safe to use with children and avoid the unnecessary risk of cables.

Screws Phillips head screws are a nightmare for children to use. I recommend an exterior timber screw with a hexagon head which allows for a much better grip in the drive socket that is provided when you buy them.

They also do not require pre-drilling with most soft woods.

Chisel (sharp) Mallet (wooden) Sharp tools:It’s important to give children well-kept tools. Old tools found in the shed will often be blunt and ineffective.

Safety Gear: Protective glasses Gloves Hard hats High visibility bibs All the above safety gear can be found in children’s sizes, however they do not take the place of self awareness and carefulness.

I usually provide safety glasses and gloves, which I encourage children to try. However if gloves don’t fit properly there is a serious risk of a child losing their grip and causing a nasty accident so I don’t insist that they

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wear them. Safety glasses are the same; sometimes they fit and other times a child may need to keep pushing them on or hold their head in a particular way to keep them on. I want the children to be concentrating on what they are doing, not distracted and vulnerable to accidents.

If a child is comfortable in their safety gear, then great! If not, then they need to be extra careful. As a playworker myself, I’m loathe to turning a play activity into a health and safety lecture for children but at the same time I need to balance that with keeping children safe. So I always ask if the safety gear fits alright as some children will not question this and struggle on until an accident happens.

I would suggest that children wear sensible clothes whilst building. By this I mean shoes that cover their feet properly and long trousers rather than shorts or skirts. I would not exclude a child because of their clothing if I could help it, but I would warn them of the added risk so they could take it into account.

I have been in a play environment where children have put on all the safety gear with great excitement.

However, they saw it as dressing up and went off and played elsewhere and when they returned took it all off to build!

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CORDLESS POWER DRILL/DRIVER This is a very exciting tool for children to use and creates a lot of interest. These tools come in a variety of sizes, many small enough for children. Often, children’s toy tool kits have a power drill in them and so even the smallest of children will be familiar with it and eager to have a go.

You can attach either a drill bit for drilling holes or a driver bit for putting in screws. Drill bits are sharp and should only be used with children when they are confident both with handling the power and with safety.

I find this tool particularly useful for putting in screws. Screws can ensure a better attachment, particularly if wood is going onto the outside of a structure. Wood is harder to knock off from the inside if screwed on.

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Some screws are more suitable for children than others. I choose timber screws with a hexagonal head which come with a driver bit, which has a socket that fits onto the head of the screw. Normal screws require a sharp driver bit that adds unnecessary risk, it is also difficult for children to get a proper lock on the screw and apply pressure at the same time, causing the drill bit to spin in the screw and ruin the screw head.

When introducing the drill it’s best to begin with a demonstration and then let the children take it in turns to practice, first of all holding the drill with them until they can handle the power. Encourage them to use the muscles in their upper arms to take full control of the drill and not to press the trigger too hard. Short bursts of power can be applied until the screw is in. Watch out for children squeezing the trigger too hard and not releasing it once the screw is in. This will cause the drill to spin if the wood is clamped to the work table, or the wood to spin if it is not. Both situations are pretty dangerous and usually not anticipated by the child.

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As in the photo, children can support each other when using the drill/driver.

If you feel confident to let children use a drill with a drill bit, warn them to keep the drill straight all the time. Wobbling about as the hole is being drilled will cause the drill bit to break. Also encourage them to hold the drill pointing down when moving around as drill bits are sharp and, although a child might be extremely careful, others might walk or run into them.

Children will most likely pretend the drill/driver is a gun and want to rev up the power for the joy of the noise. If you take out the drill or driver attachment it’s fine to let them do this and if this curiosity is satisfied they are less likely to do it when the attachments are on.

Let the children put screws in and take them out. Watch out as the screw can be very hot from the friction of spinning in the wood.

Once the children have tried it out you will be more aware of who needs more support using it and who will be able to use it more independently.

When attaching large pieces of wood you can start the screws off on the work table or on the ground and then lift the wood into place to finish putting the screws in. This avoids having to hold heavy wood for longer than necessary.

The power that comes with the drill tends to transfer to the child using it, giving the child greater status within the group. The child with the drill is instantly empowered!

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IS IT DANGEROUS? The simple answer is yes, but children know that too. I asked a child why they thought some adults think it too dangerous for children to do and they replied ‘maybe they think children can’t be careful’. Children can be and are careful. They assess risk all the time when given the opportunity. The great danger is in not giving them the opportunity to learn about risk and staying safe.

Play England has produced an implementation guide to managing risk in play (http://www.playengland.org.uk/media/172644/managing-risk-in-play-provisionimplementation-guide.pdf) and suggest a risk-benefit approach, which balances the risk in activity against the benefits of the experience to the child. Learning how to manage risks is a clear benefit of this activity.

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Children start to recognise the potential for accidents and suggest ways to avoid them

For playworkers, risk assessment is a part of their day to day work but only identifying risks without acknowledging benefits has a tendency to frighten workers out of doing more exciting adventurous play activities. This activity can be new to adults too so it’s a good idea to become familiar with the tools yourself before building with children.

This fear for playworkers is also heightened by fear of litigation or blame for accidents which may happen. As long as you have completed and recorded either a risk-benefit assessment or risk assessment and put in place your identified controls for the activity, and you supervise the activity adequately, you will meet the legal requirement. Accidents are always possible and you must minimise the risk whilst being prepared for any outcome. Remember this also means checking your equipment regularly, removing worn or broken tools and replacing with new ones. If you follow these procedures you also reduce the likelihood of serious accidents.

We have to recognise that some risks are acceptable and others aren’t. Those that are not, should be eliminated while those that are acceptable should be noted and managed.

Checking children’s structures is an important part of this activity. Children should be encouraged to do the same. I have seen children leave nails not hammered in

completely or use nails that are too long, which end up pointing out of the other side of the wood. These can be very dangerous and should either be removed, hammered in properly or any points should be hammered over and flattened into the wood.

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Within a team each child’s contibution is important

GROUND RULES

When I begin building with children I go through the tool bag asking if they know the names of the tools. We look at what we need to be aware of, what the potential

dangers are, how to hold them, how not to hold them and what they are used for. Through doing this a set of ground rules are established (as seen below). I give the

children the tools straight away so that they can become familiar with them before we start building. They hammer in nails, take them out with the claw or the crowbar, saw wood, try out the cordless driver with screws, putting them in and taking them out, and we build a work table of a suitable height for the smaller children to be able to saw on easily. As we begin working, the children start to recognise the potential for accidents and suggest ways to avoid them, which continues throughout the build as new situations occur. This continual recognition of new risks and the adjustments we make to changing circumstances is known as dynamic risk assessment. Something we all do all the time, as we walk down the street, cook dinner or play. This is something that children can do too. Here are

ground rules suggested by children:

�No fighting over tools When children first get hold of tools they can be very excited and possessive, to the point of trying to grab tools or pulling tools away without thinking of the consequences. A good number of tools reduces this issue. Be aware of how many of each tool you have out just in case any go astray!

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�When not using tools put them down Children tend to swing tools around when not using them. Also, if they need to move wood around, they try to do it with tools in their hands. I encourage children to put tools flat on the floor to avoid tools being flipped or knocked off onto feet or, worse still, heads! On the floor they are less likely to do damage. This also encourages the sharing of tools as, when they are on the floor, anyone can pick them up.

�Ask someone to stop working if you need to get past This is useful to stop children from rushing past or climbing over children who are in their way, sawing or hammering, reducing the risk of accidents and encouraging children to be considerate of others.

�Pass tools up and down if you need to climb If you are building off the ground, children will be tempted to climb with tools in their hands.

This not only runs the risk of dropping tools from a height, but also of falling due to not holding on properly.

�Don’t swing tools around Children often do this when day-dreaming or watching others. Spinning around is a part of play and often children don’t even seem to be aware that they’re doing it. Reminding children not to swing tools around encourages self awareness during this activity.

�Warn each other if you see a risk Children very easily become engrossed in what they are doing, sometimes without realising the risk they are putting themselves or others under. For example, when children are moving large pieces of wood around, they may be watching one end of the wood and looking in the direction of where they are going whilst forgetting the chaos they are causing behind, or concentrating so much on the nail they are hammering that they don’t realise how close the hammer is coming to their face. Encouraging children to warn each other helps keep everyone safe and encourages appreciation of the support children can get from each other. It also makes children realise they can be responsible for their own safety.

�Advise each other on technique, share your skills This encourages children to help others learn and to recognise their own skills and understanding. Just like adults, children are tempted to finish sawing or hammering for another child (especially if they are younger), rather than supporting the child to be able to do it themselves.

�Work in a team – if you are in the middle of something and your role is important, don’t just leave, ask someone to take your place first Children’s interest can come and go, particularly in play. A child will be involved in a variety of activities. Any activity in child’s play should not be compulsory, it should be what the child wants to do in that moment. However, it is important for the child to understand that they can leave the activity but if they are, for example, sitting on a piece of wood that their friend is sawing, they need to let that person know or ask someone else to take their place

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before getting up and walking off. This shows that each child’s contribution is important and encourages children to respect each other and appreciate their help. It also gives them responsibility.

�Don’t run with tools or around the building area Encouraging children to slow down around the building area helps them to be more aware of what’s going on around them. Keeping a low wood pile in a well-chosen place works well as a barrier to prevent children from running into the activity without excluding them.

�Keep the working area clear of wood and obstacles Keeping your work area clear of hazards is important. However, off-cuts of wood make great loose parts and, left easily available will encourage children to experiment with the different sized pieces. They can make things from them or use them in their play. It is a good idea to have an off-cuts pile for the children to help themselves from.

�Be patient! Some people take a long time to hit a nail in or saw through a piece of wood This ensures that what’s happening is moving at the pace of all of the children involved and prevents others from completing tasks for individuals who maybe struggling.

Everyone learns at a different speed and there is no deadline to be met in play; we can always continue tomorrow.

�Take a rest if you get tired This is important to prevent children from strain injury. Sometimes children feel they have to prove something to their friends and push on when they are tired. Also, we have more accidents when we are tired.

�Ask for help Building is difficult to do on your own and so help is required. Moving large pieces of wood around needs more than one child. Building therefore gives children valid reasons to ask for help, encouraging communication and appreciation and value of each individual’s input.

�If you need glasses, wear them It is important to wear glasses if you require them in order to be able to see properly.

Children have been concerned that their glasses might get broken when building and have taken them off to put on safety glasses. Spatial judgement is vital in your building area.

Safety glasses can fit over glasses. Playworkers should check with children that if they need glasses, they are wearing them prior to building.

�Don’t leave planks of wood on a structure unless they are nailed on Wood laying on a structure will be stood on or sat on and if not nailed on can flip or slide off. Even if putting wood across beams temporarily, it is better to nail it on to prevent the possibility of accident. You can always take the nails back out when you want to remove it.

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�Nails which are bent or taken out of old wood should be put in a bucket or bag, not left on the ground Nails on the ground are a hazard. This will also save time when clearing up and develop good practice in the children.

�Don’t put nails in your pocket or mouth Children often take a handful of nails and want to keep them for their own use, particularly if they are worried that they might run out. They also copy the bad habits of adults, as well as the good ones. Have a number of small buckets or pots with a selection of nails within easy reach of all involved. This way they are less likely to put them in their pockets and they also have a place to put bent nails when they take them out.

�If your work gloves are too big take them off because you can’t grip tools properly Through using these rules I have worked with hundreds of children without any serious accident for the past two years. These ground rules prove that children can risk assess.

Accidents that are likely to happen are 1) hitting a finger or thumb with the hammer when starting a nail off or 2) catching the saw on a hand or leg when not using it. Neither of these, in my experience, resulted in serious injury and instead proved to be valuable lessons in the use of tools generally. The first happens to many children as they try to master both holding and hitting a nail, and the second rarely happens but when it does all the children in the group learn from it. This is where the ground rule of putting tools down when not using them comes into place!

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IS IT EXPENSIVE? Budget will probably have a lot to do with how you decide what you build. If you haven’t used tools before, I suggest you start with a den. Tree houses don’t have to be the expensive designer ones that are often in the minds of adults. A child’s tree house is more likely to be whatever they can make out of what they have and they’ll be extremely happy with that.

It doesn’t have to be expensive; you can recycle found wood or old wardrobes, shelves, doors, wooden pallets, whatever you can find. Timber merchants or carpenters may give you off-cuts or you can combine materials, for example using tarpaulin or material for roofs and timber for sides. You can save money by leaving the ground as the floor of the den if the surface allows. The nature of dens is that they change all the time so you could introduce new pieces of wood or materials as you find them. The den doesn’t have to be built in a day. In fact if you are going at the pace of the children, then it should take time. Dens can last for many months with bits being taken off and new things being added. Decoration and furniture design usually continues beyond the build of the den itself.

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If building a tree house, you could just build a platform with handrails without walls or a roof, but without handrails it should not be higher than the children building it can jump, and the surface below it should, at least, be grass and certainly not concrete. Maximum falling distances should be 2 metres.

Remember, to a child it’ll seem much higher up when they’re on it, so you don’t need to spend a fortune on scaffolding or ladders.

You can build it at the height the children can reach, or build a ladder or temporary small platform to stand on with the children.

How you can build high in a tree is a great problem for the children to try and solve, and trying to do so will help make sense of why the tree house ends up where it does.

Making temporary structures to reach heights safely is a great solution and you can take them apart when you’ve finished with them and use the wood elsewhere.

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If you are building a tree house, it is advised that treated timber be used, particularly for the main platform and its supports. Whilst this is more expensive, it will ensure strength and protection against rot and decay, making your structure safer for longer.

You can work with minimal tools and still produce a den or tree house that will be great fun to build and will add enormous possibilities to your children’s play.

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WOOD As mentioned earlier you can recycle wood but make sure you check it for rot, nails, etc.

Remember you’re working with children, so when buying wood don’t choose ridiculously heavy or thick wood. The children need to be able to move it around and cut through it without injuring themselves.

to be thicker than others. This includes wall and roof beams, although they may not need to be quite as thick as the platform beams as they will not need to hold as much weight. Remember, the main frame needs to be strong and well connected.

Lighter wood can be used for floors and walls.

Wood for outside should be treated and the type of treatment should be suitable for using with children. Wood is treated to prevent rot and so will last longer.

Sizes of wood You will need a variety of widths.

New timber looks and smells beautiful!

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IMPORTANT THINGS FOR ADULTS TO REMEMBER �Remember the play principles! �It’s the children’s den or tree house, so don’t take over and make decisions for them. The whole point of the activity is for children to learn through the process.

It’s their play and they should lead it. For children to feel truly empowered they need to be free to make decisions for themselves. If they have an idea that you think will not work, ask questions or try it out with them so they can find out for themselves what will work best.

�Don’t let your personal idea of what it should look like get in the way. What’s important is what it is to them and that it is theirs. �If a child is struggling, help them but do not do the task for them. They need to overcome the struggle to feel they’ve achieved something. So, you could start nails if they have difficulty beginning but however long it takes them to hammer the nail in, be patient. If having difficulty sawing, give advice about technique or, at the most, stand behind them holding the saw with them and help them feel the right angle and rhythm, then let go. �For safety, I always find it best to be there among the children, working with them, but not doing all the difficult stuff. Ask them for their help and encourage them to do as much as possible. Leave them to do things and carry on with a task yourself whilst being aware of what each child is doing to ensure safety. Playworkers know this to be ‘perceived indifference’.

Don’t let your personal idea of what it should look like get in the way

�Some children like to just hit in nails or saw lots of pieces of wood for the fun of it. Let them. They are not wasting nails or wood, it is their play, and they know what they are doing. A child may want to repeat an action again and again to master technique or create patterns with nails.

There are many play types and we cannot decide which will appear or when, but we know they are all beneficial to children.

We may want a child to make something, but what they make could be a noise or an object, there is still learning going on.

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�Try not to tell children off for what seems like dangerous behaviour. More often than not they are just excited and experimenting with tools and wood. Children often play at threatening each other with tools. Remember what they might have seen on television in cartoons, etc. Children are highly unlikely to actually hit anyone with a tool purposefully.

Instead of shouting, stop everyone and talk about trust and safety, and the need to be responsible and careful with the tools to make sure nobody gets hurt so that the activity can continue. The response is normally very positive as the children like the responsibility and it’s a great activity that they want to be able to do.

�Don’t exclude children because you think they are too young or not able, they may be extremely capable. Find out, there must be something they can at least have a go at with your help. Remember, ability is what one CAN do and these activities offer a variety of ways to be involved.

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WORK TABLE It’s a good idea to do a small project prior to building and a work table is a good start, not just because it gives you the opportunity to learn basic tool use, but also because most work benches or work stations you can buy are too high for smaller children to work on.

Depending on the size of your children, you want to make the size and height of the table suitable for them so that it’s: �a large enough surface to lay long pieces of wood on without the wood tipping up, and for two people, one at either end, to be sawing �at a height suitable for them to put wood on without having to lift too high �the right height: low enough for the

smaller children to get a good downwards angle and full range of sawing action �sturdy �level �has an edge thin enough to fit your clamp plus wood Whilst you are making the work table with the children, you can talk about what’s dangerous and how it can be avoided. The ground rules can be constantly added to as risks are identified. If it’s understood to be a continuous process, it will transfer more easily into day to day thinking.

The work table often ends up as a piece of furniture in a den, setting the domestic scene for lots of play.

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SAWING Many people find sawing difficult, so here are some tips.

First of all, your saw needs to be sharp. Blunt saws can be more dangerous than sharp ones as they are more likely to cause frustration or strain injuries through trying too hard!

A sharp tool will be respected by children. It will increase the chance of successful sawing and will reduce the likelihood of accidents due to over exertion or frustration. A sharp saw doesn’t need to be pushed or pulled really hard and even a very small child of five can cut wood with a sharp saw.

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Sawing - starting off...

Starting off Place your piece of wood so that the majority of it is on the work surface and the part you’re cutting off is over the edge. The weight of the biggest part of the wood will help to hold it in place and allow you to have a firmer grip on it.

Make sure your piece of wood is firmly held to your work table or chosen suitable surface by 1) using a clamp or 2) somebody heavy enough sitting on it or 3) the person sawing putting their foot on the wood and leaning their weight forward and down onto the table. Clamps are good things to have as they allow more independent children to be able to get on without having to wait for help.

Finding out if children are right or left handed will help when setting them up for the first time.

The sawing arm should be furthest away from the table, particularly if they want to hold the wood with their foot. You want the child to be safely balanced. Keeping their arm in line with the cut will help the saws movement.

Stand so that you/the child can move the saw forward and backward easily in a straight line without your/their body getting in the way. Your sawing arm’s shoulder should be in line with the cut you want to make. Then place the saw blade on the top corner of the wood furthest away from you with the handle

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...near the end close to the wood edge and pull the saw back. Let the saw slide easily. A small cut should begin to show. Find the same cut and do this three times until deep enough to hold the saw in place.

You can stand directly behind the saw and hold it with both hands if it’s easier.

Make sure to keep the saw in the centre of your body and only hold the handle.

When children choose to saw in this way, check they’re not holding under the handle where the saw blade is.

Then you can begin moving the saw backwards and forwards. Keeping the same angle will help to keep your line straight. Changing the angle will create a more wonky cut. You want to keep the saw angle at about 45 degrees throughout sawing, although the angle may vary depending on your height from the wood and what’s comfortable.

When you near the end of cutting, if the wood is heavy, it may begin to split.

Ask someone to hold it before this happens but make sure they just hold it and don’t lift it as it will pinch the saw and make it harder to move it.

If you are cutting a smaller, lighter piece off you can complete the cut without help and without the wood splitting by speeding up a little at the end.

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Remember Try to keep the saw straight; if it bends to the left or the right it will be difficult to move, don’t push or pull too hard and use the full length of the blade. If you keep a rhythm and don’t rush or struggle the saw will do most of the work for you. If you push hard or saw as fast as you can, you’ll be more likely to get stuck or have an accident, so take your time.

I encourage children who are struggling to not ‘fight’ with it, to hold the handle a little less tight and to let the saw slide rather than pushing and pulling hard.

Many children think strength is the main requirement for sawing and soon find it is not the case; without technique, strength gets you nowhere.

You don’t have to worry about measuring

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Challenge Building with children may mean you don’t need to worry about measuring and wood fitting a structure particularly well, but this shouldn’t be taken for granted. Many children I’ve worked with have wanted to be extremely precise and have not been happy with wonky cut wood or uprights not being properly straight. Some children enjoy finding out as much as they can about using tools in order to become more skilled. They want to be able to do what adults do.

It’s important to be able to satisfy the interests of the children as much as possible. Remember, some of these children are studying design and technology at school or enjoy maths or have watched their parents/friends/relatives/playworkers, and may want to share what they know or show what they’ve learnt for themselves. Children really like a challenge and, for some, using a saw will be challenge enough, but others will have higher aspirations.

So it’s ok to have wonky cut wood, but for those who want more….

For those who want more...

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...and more

To cut a piece of wood to an exact length firstly measure and mark the wood where you want to cut it, with a pen or pencil. A small mark is enough. If you use a fat marker pen, accuracy will be lost. To draw a straight line use the saw, which has (where the handle meets the blade) a 90 and 45 degree angle built into the handle for just this purpose.

Make sure the angled part of the handle that you need is pushed level against the edge of the wood and slide the saw along until the toothless side of the saw meets your mark.

Draw your line. The line you draw will be dead straight and square to the length.

Use 90 degrees for a flat end and 45 for a diagonal (useful for a staircase or picture frame).

Observation: I found that children often call saws swords!

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HAMMERING OR NAILING There are different types of hammers. Most people might find a 20 ounce or 16 ounce claw hammer in their house or on their playground. Claw hammers are needed for removing nails.

These can be fine for some children, particularly those who feel they want the adult version that they’ve seen used before. Whilst a heavier hammer is needed to knock in big nails, any hammer needs to be lift-able and these weights are just too heavy for smaller children.

You can get 8 ounce claw hammers that are exactly the same but lighter and smaller, therefore easier for smaller children to use.

If the hammer is too heavy, children run the risk of hurting themselves either through straining or having less control, particularly when starting nails off.

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Starting off To begin, hold the nail at the bottom (with two fingers and thumb) and tap the head a few times until the nail is in the wood enough to hold itself. Then let go of the nail and move your free hand away from the area so you can hit the nail hard, without the worry of missing and hitting your hand. You might want to hold the hammer with both hands for a better grip. Starting off nailing can be quite difficult at first and may result in bruised fingers or thumbs.

Nailing - starting off

If children have difficulty starting, you can

start it off for them or use a smaller piece of thinner wood with a slit sawn into it small enough to hold the nail without it falling out. Slide the nail in and place the block so that the nail is in the position it needs to go. Hit the nail until deep enough in the wood, then remove the block and continue hammering. Using the block, children can nail independently without hurting their fingers. If this is something that works well, you may want to cut a handle into the block so that it can be used on the vertical as well as the horizontal. Whilst this is helpful to some children, the majority with whom I worked wanted to be able to start a nail off on their own without help, and continued to suffer minor bruising until they had mastered it. The challenge is part of the enjoyment, and the sense of achievement when this problem is overcome makes it all worth it.

Slide the nail in and place the block so that the nail is in the position it needs to go

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When attaching large pieces of heavier wood with large nails, it’s a good idea to hold the wood against the structure and mark with a pen where your nails need to go in. Then, put the wood on a flat surface or floor and hit the nails in until they are just beginning to come out the other side.

Then, hold the wood in place and hit the nails into the structure. This means you don’t have to hold the weight of the wood for so long whilst hammering.

Big nails need to be hit hard and children sometimes need to be encouraged to hit harder. This is a great challenge that many children love. Working with mixed

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age groups can mean different jobs for different aged children or children with different abilities. Smaller children can use smaller hammers, hitting in smaller nails and bigger children use bigger hammers, hitting in the bigger nails. However, some small children are very strong and love the challenge. Some children are keen to make things and others will just be happy to knock nails in and take them out.

Remember the benefits, it’s not a waste of wood or nails to do this.

Nails It may seem obvious but nails with a large head are easier for smaller or inexperienced children to hit. Panel pins (very thin and a tiny head), for example, are difficult for those with less developed fine motor skills and hand-eye coordination.

I recently observed a child, firstly hammering a nail into a piece of wood and then hammering the wooden platform he was kneeling on. He hammered back and forth between the two for some time. On closer investigation I discovered he was deaf and was playing with feeling the difference in the vibrations.

Close up of wood with a slit in

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Big nails need to be hit...

...really hard!

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OLDER AND YOUNGER CHILDREN TOGETHER When building a den or tree house on an adventure playground, you’ll find there are opportunities for children of all ages to get involved. Older children/teenagers often become interested in what the younger children get up to and vice versa. Building provides a

great opportunity to work together.

It is likely you’ll find parts of the structure too high for smaller children to reach and older children/teenagers will love the responsibility of helping and an excuse to get involved. It is

important to establish the same ground rules with all the children, particularly around the older ones being patient and helping, rather than doing things for the younger children.

Older children are interested in what younger children are up to and vice versa

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I’ve found that older children are extremely supportive of the smaller children and building offers a fantastic opportunity to establish a relationship between age groups. Younger children develop a trust in the older children they may otherwise have found intimidating and feel safe instead of threatened when they see them in the wider community. This, of course, will have a knock-on effect to parents/carers who are usually fearful of teenagers. When they see them working alongside their smaller children, helping them, they recognise that they are not just ‘threatening hoodies’, and in turn encourages communication and trust.

Older children then feel a sense of pride and understand how they can be positive role models and support the work of their adventure playground, with a more nurturing attitude towards younger children’s play and its value.

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Younger children love to do things with the older children and teenagers.

Whilst older children can be supportive of younger children, it can work the other way too. Children develop at different rates and have different needs.

Sometimes an older child prefers the familiar safety of younger children compared to their same age peer group.

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BOYS AND GIRLS Building together is a fantastic tool to address equal opportunities and gender stereotyping.

Girls can build as well as boys and evidence and experience is the best teacher. I have been the subject of, and listened to, lots of discussion amongst children about peer pressure and stereotyping whilst developing this project. It surprised me that even though I (a woman) was there bringing the tools and giving advice, many young men still thought building to be a man’s job. Needless to say, there was many a lively discussion! On the other hand, my being female gave girls the permission to join the activity and be confident to join in the debate, which was great.

Building, decorating, furnishing and playing in a den or tree house is a great way for either gender to feel comfortable to be involved in activities which otherwise they may feel they shouldn’t do.

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Peer pressure can often stop a boy from doing traditionally feminine activities, such as making a home, and stop girls from being strong or getting a bit dirty. We must remember that each child needs to explore their own potential and that, through play; they can also explore the roles, situations and lives of others.

This activity is particularly good for girls who are not confident in their physical ability and strength. I’ve worked with many who have been surprised at their capabilities, sawing and nailing whilst dressed as princesses or fairies, but who started out thinking they wouldn’t be able to do it.

I recall one girl who said, whilst happily making a chair, that she might like to be a carpenter when she’s older.

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Through playing with ideas of gender stereotyping, children test the boundaries of what’s acceptable as a male or female within their peer group, form their own opinions and challenge others.

Children also change gender within play without it being an issue, helping children understand themselves or others. A small girl can play Dad, for example, and it’s understood between those involved that it is play.

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Building together is a fantastic tool to address equal opportunities and gender stereotyping

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BUILDING IN TREES Firstly, we don’t want to damage trees. Trees provide oxygen and we need oxygen to breathe. If you put a nail or a screw into a tree, it will then be open to infection just like our bodies would be. Tree roots are very shallow in the ground, mostly less than a metre deep, and spread out far in all directions.

This is how a tree manages to hold itself to the earth. So we need to be careful about how we dig any holes for uprights to make sure we don’t damage the roots of the tree.

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Not all trees are suitable for building in and, for safety, it is vital to get advice from a tree expert to make sure that your tree is healthy and suitable. Some trees are stronger and, therefore, more suitable than others. Your biggest obstacle is finding the right tree. A tree house needs a mature, strong tree with a thick trunk and solid supporting branches.

If you cannot find this kind of tree, other options are 1) build a stilt frame, 2) use more than one tree.

Who’s responsible for the tree?

If you own your house and garden freehold, then the tree is your responsibility. This may not however give you the freedom to build a tree house in it. It may still be necessary to get planning permission or you may be able to build your tree house under your permitted development rights. You may live in a conservation area or your tree may have a preservation order on it. In either of these cases you will not be able to build in your tree. If you are living in council housing, the tree belongs to the council so they have the last word.

If you are a playworker, you may have a suitable tree on your site. If the site is council owned, you will need to seek the advice of your local authority tree experts, who will risk assess the tree.

They may require a method statement that outlines how and when you will build your tree house. However, when doing this activity, cover all your bases: 1) get a tree risk assessment from a certified arborist, and 2) do your own risk assessment, which includes the site and building activity.

Always remember, trees are alive and can be injured just as easily as people! Think about the best way of using the tree and fixing things to it without hurting it, if you can. If you have to use screws, nails or bolts, try not to use too many and also make sure you use stainless steel so they don't go rusty. If you fix a nail or screw into a tree by accident, only take it out if it is in the way of your work, trees don't like holes being left in them!

Trees are growing all the time so you need to give them space to do so. When building a platform leave a gap of about 4 inches around the tree trunk to allow for growth. By adding a toe board on the platform floor around the tree, children will be less likely to get hands and feet beyond it. The gap can be filled with rubber or foam if felt necessary.

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CLAMPING TREES Clamping a tree enables you to build in live trees without putting any screws or nails into the actual tree. Two blocks of wood are held together either side of a tree trunk by steel studding. Nuts are tightened on top of square washers on either end of the studding, clamping the wooden blocks to the tree. Only a tiny part of the tree surface is under pressure, having minimal effect on the growth of the tree. If you clamp a number of trees at the same level, you can attach wooden beams between them. All connections are then made to the blocks, rather than the trees, giving you a good base to build a platform.

When using this method you want to keep the pressure even on either side of the tree. Don’t put the studding too close to the tree; you need to leave space between the tree and the studding to allow for growth.

Any studding that sticks out too far can be cut off once the blocks are attached 55

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Clamping lets you build in live trees without causing damage to the tree itself 56

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As you will be attaching wood for the platform to the blocks, they need to be of a decent thickness. Firstly, long enough and wide enough to stick out either side of the tree to rest the platform beams on (these beams will also need to be strong and therefore of a decent thickness) and secondly, with enough depth and width to attach the platform beams with nails or screws without the clamped wood splitting. Thickness will also allow you to tighten the nuts without fear of the wooden blocks splitting.

Steel studding is basically a steel rod with a thread. It can be bought in different lengths and cut to the size you need. It also comes in different thicknesses. I used 16mm studding and a hacksaw to cut it. When you cut it, you need to be careful not to ruin the thread, so think about what surface you rest it on, and try to saw it without it turning, and keeping your cut straight.

Any studding that sticks out too far can be cut off once the blocks are attached, if it is above head height it may not be necessary to do so.

Two blocks of wood are held together either side of a tree trunk by steel studding 57

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USING FELLED TREES, POSTS AND POLES It is extremely hard to find a suitable tree for a tree house. Often trees are not in the best place and have no appropriate branches to build on. We also don’t want to damage trees unnecessarily. A solution is to use felled trees or wooden posts or poles. These can be sunk into the ground and structures can be built on to them, without the worry of damaging living trees. Poles or posts can be used to build around a live tree to avoid having to

attach anything to the tree itself. When digging holes near a live tree, always dig by hand and go carefully as you may find roots and need to move the holes to avoid damaging the tree.

Felled trees add that extra natural ingredient and they look fantastic 58

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In order to sink a felled tree or post into the ground, you will need to dig a hole. Ideally

the hole should be not much wider than the tree or post/pole. If you dig the hole too wide, packing the earth firm enough around the tree or post/pole to form a strong hold will be much harder.

The depth of the hole depends on the height of what you’re putting in it. Usually two thirds of the upright would be above the ground and a third below. However, if using a tree that’s a metre thick, your hole can be shallower as the weight of the tree is spread over a wider area and less likely to move.

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Children can help and love to dig a hole

Children can help and love to dig a hole. It’s a great activity, finding worms and stones and lots of surprising things along the way.

Building a structure on a single tree or post/pole is a difficult thing for children to do, and so I would suggest three or four uprights to make it easier for children to be involved throughout.

Whilst poles and posts are great, felled trees add that extra natural ingredient that provokes lots of questions from children, and they look fantastic. Children enjoy being able to chisel the bark off and investigate a tree in a way that they rarely have the chance to do, particularly those living in the city. This activity will give you lots of opportunity to talk about living trees, their importance and how easily they can be damaged. You may be able to get a tree from your local council, particularly if one is being felled nearby. Other possibilities would be local arboricultural companies. Also, telegraph poles or timber posts will work really well too.

When putting a tree in the ground, you are likely to need to hire a JCB to put it in, unless you’re lucky enough to have it delivered on a truck with a crane attachment. You will need to do this without children on site, as trees weigh tons and, as such, are potentially extremely dangerous. To ensure the tree goes in as upright as possible, whilst the tree is being held by the machinery, it’s good to stand back and look for other verticals around your site to compare it with. Remember to do this from more than one view point to ensure the tree isn’t leaning.

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When it’s in the right place, fill in the hole using rocks and earth and pack them in tightly around the tree (a sledge hammer works well). Once the tree is packed in firmly, the machine can let go.

Apply the same check with telegraph poles, although, if the pole is of equal thickness throughout, you can use a spirit level to check. Posts are lighter and can be put in with children, using a spirit level, but make sure you have hold of the post all the time.

You may consider using concrete to hold your uprights in place, however water sits in concrete and will encourage rot in the wood at a faster rate than if using rocks and earth, where the water is able to drain away more easily.

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ROOFING – THINGS TO THINK ABOUT �What shape? A flat sloping roof is simple to do and allows rain to run off. A triangular roof- two slopes coming to a high point in the middle - also allows rain to run off.

The steeper the slope on the roof, the less likely it will be climbed upon. More complicated shapes can be fun and add charm to your den or tree house. �Is it likely to be stood on? If it’s not too far from the ground and is easily

reached by climbing, it is likely to be climbed upon, which means it needs to be as strong as a floor.

�Roofs can weigh quite a bit and need to be supported and attached well. �If it is high off the ground and you want to prevent children climbing on top, make the roof big enough to jut out outside the tree house so that it’s more difficult to get onto.

Or Make it obviously unsuitable for standing on, eg out of tarpaulin, material, etc.

Or Make the roof a greater distance from the floor so that even from windows, it’s unreachable. �Your roof could be a feature; a next level, and could be reached from a ladder or stairs inside the tree house. If so, you may want to add a handrail around the roof to prevent falling.

Roofs can weigh quite a bit and need to be supported and attached well

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�You may not need a roof; an open topped tree house gives children the opportunity to get a closer view of the tree canopy or look at the sky. If the canopy is wide and full enough, it may provide plenty of shelter itself. �When building a roof around a living tree,

remember to leave 4 inches of space around the tree trunk for the tree to grow. You may

need to add supporting upright posts from the floor near the tree to support the middle of the roof. Make sure these are positioned above floor beams and not just resting on flooring. �Putting the roof on may need the help of some adults, depending on how high up you need to be and how you decide to make your roof. I would not advise sending children up ladders, carrying wood so I’ve always put roofs on from inside the

tree house.

�Treated ply board is very useful for covering large areas and can be cut into panels, making it easier to put on from inside your tree house. Before you do

it, think about how you’re going to get down once you’ve nailed or screwed the roof on. The last panel may need to be put on by an adult!

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DESTRUCTION AND CHANGE It is important to remember that this is a play activity and that children may want to destroy their creations. They may feel the need to do this to begin their next idea, or they may only wish to destroy part of their den or tree house to change it. For children to feel they have full ownership, they need to have the freedom to do what they want with their structure. They may just enjoy smashing it up. This can be hard for playworkers or parents to deal with, as breaking something is more often seen as antisocial behaviour. This is not always the case.

It can be a thrilling experience to smash something up, and as enjoyable as making something.

Through destruction, children will demonstrate a variety of play types, just as they will whilst building. Remember that through play, children make sense of the world and destruction is as much a part of our world as creation. Through the end of something comes new beginnings, and destruction makes way for change.

If this happens, supervision is vital. Watch out for the way the structure is taken apart, encourage the children to think about this too. Nobody wants a roof landing on them and if you’re letting the children smash it up, they will be happy to listen to your advice.

Watch out for nails sticking out of wood, the children can take them out using claw

hammers or a crow bar, and the wood (if in a decent state) can be recycled. If the wood is too smashed up, why not use it for a fire, another exciting activity for children.

Children should be able to change their play environments to suit their needs, and there is very little opportunity to do this.

It’s helpful to remember what you were like as a child and the kind of things you got up to, and that times have changed. Opportunities for children to be free to do what they want, with who they want, are limited.

‘’Every act of creation is first of all an act of destruction’’ Pablo Picasso

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Remember: "All children need a place to play. They need space, informality, freedom to run around and make a noise, to express themselves, to experiment and investigate ... In surroundings which stimulate their imagination and challenge them to face and overcome risks, they will be helped to build up their self-confidence and independence."

Lady Allen of Hurtwood - President of HAPA An Adventure Playground should be: …a space dedicated solely to children’s play, where skilled playworkers enable and facilitate the ownership, development and design of that space – physically, socially and culturally – by the children playing there.

The indoor and outdoor area is enclosed by a boundary, which signals that the space within is dedicated to children’s play and that activities such as digging, making fires or building and demolishing dens – activities not normally condoned in other spaces where children play – are provided for and encouraged.

Conway, M. (2009), sourced from http://www.adventureplay.org.uk/history.htm on March 17, 2011 65

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I’d like to thank the children of Islington for contributing to their play spaces by building great play environments. All credit goes to the children for taking the fantastic photos found in this book.

Wendy Jeeves Tree House Project Worker Islington Play Association

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