Play and Learn/Experience is a Teaching Tool

Play and Learn/Experience is a Teaching Tool

Children require environments with wider and more age-appropriate varieties of play and entertainment than just the gross motor (physical) play offered by Soft Modular Play (SMP’s) Areas or big Entertainment parks. The current market for SMP centers is limited, basically, to kids from six to nine years old, when pre-adolescent children include at least four ages of play–toddlers, early pre-schools, late preschoolers, and elementary age children. Research shows that these four sectors do not mix in the same environment and in the same play events, especially physical play.

Another problem with just offering physical play is that children from pre-school through six years, given a variety of options, will choose physical play only about 15-20 percent of the time. SMP centers and big Entertainment Parks do not offer the kind of variety that brings kids back. It is like having a restaurant with only pizza on the menu. It may be the world’s greatest pizza, but eventually you have to branch out. Children are no different. They want variety and they want play options that meet their needs. This means in a park with only rides, 80-85 percent of children do not have a choice to pick what they really want.

When choosing an entertainment park to visit, families all over the world are increasingly looking for interactive and immersive storytelling experiences, not just rides along with digitization to enhance the theme parks. Kids and their parents are now searching for ways of playing where games allow them to participate and learn. We call this experiential learning. Parents are also preferring to spend their limited time with their children in activities that they see as enriching their children’s lives and the bond between parent and child. New research showing that children through age six learn best by play reinforces this trend.

Kids learn through kids (rather than instructor-centered experiences) by doing, discovering, reflecting and applying. In this manner, kids develop communication skills and self-confidence and gain and strengthen decision-making skills by responding to and solving real world problems and processes. Rides and roller coasters are not going to teach children any of the above-mentioned skills.


Children must also be offered graduated play challenges that appeal to as many of the nine multiple intelligences and offered as much variety as possible. This variety of events is very important to the success of children’s edutainment so that each child will find something he or she wants to do.

For example, the Bodily- Kinaesthetic Intelligence possessing kid will have a great time on the trampoline while the child with Musical Intelligence will thoroughly enjoy him/herself at the disco or playing instruments.

Big Theme parks not serve such options and do not stimulate kids as much as Edutainment Parks can.

In our children’s entertainment concepts, we try to better capture the imagination and magic of children. We are carving out unique niche market positions based on hybrid combinations of children’s ages, socio-economics, and play and entertainment events including rides, edutainment and programming.

Armed with all this knowledge and years of experience in this market, we design our Parks according to all these very specific criteria.

In our vision, children need to be given the required and correct tools and license to play and just be children.

Anyone who thinks education and entertainment are different doesn’t know much about either.”

-Marshall McLuhan

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