P l a y e q u i p m e n t f o r y o u n g c h i l d r e n Catalogue - Proludic

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P l a y e q u i p m e n t f o r y o u n g c h i l d r e n Catalogue - Proludic

Play equipment for young childrenRegistered designCatalogue


Development of TibooProludic’s analysisWhy this range?Data on children’s motor evolutionStages in children’s psychomotor developmentPage 1Page 2Pages 3-4Children’s needs and professional requirementsMotricity & psychomotricityPlay and socialisationNeed for equipment designed to suit very young childrenNeed for a play circuitNeed for modular elementsPage 5Page 5Page 6Page 6Page 6Registered design


The concept developed by our designersAfter analysis of motor capacities:Identification of the existence of two worldsPage 7- The world of 1 to 3 year olds- The world of 3 to 5 year oldsOur lines of researchPages 8-9MotricityPsychomotricitySocialisationModularityThe TIBOO rangeElementsCombinationsMaterialsPlayground Design AdvicePage 13Page 28Page 36Page 373


Our creativity has been rewarded!2001:2004:2006:Etoile du DesignJanus de l’IndustrieA panel of specialists includes the TIBOO range in theselection for the Design Observer 2006


Registered designWhy the Tiboo range?Proludic’s knowledge of outdoor play equipment made us aware of the limited availabilityof equipment on the market for young children from 1 to 3 years old. This was confirmed duringsurveys carried out amongst specialists dealing with young children.Proludic’s objective of meeting the needs of very young users in the field of play activities while takinginto account the wishes expressed by the specialists dealing with young children, led it to design anddevelop the TIBOO range: a range of play equipment for young children, for installation in crèches,nursery schools and playgrounds with free access for children from 1 to 5 years old.To develop this concept, we worked closely with childhood specialists such as: headmistressesof nursery schools and crèches, paediatric nurses, psychomotricians and psychologists.These special contacts enabled Proludic to understand the specific needs of very young usersand older users alike in the age group, and draw up a full set of specifications to developthe TIBOO range.1


Data on children’s motor evolutionMany factors come into play to stimulatechildren’s motor and psychomotordevelopment.There are three laws that characterisechildren’s motor evolution: differentiation,variability, and succession.DifferentiationAt the earliest stages, a baby’s motricity is globaland generalised throughout the whole body.Motor activity is then refined, to become increasinglyfine-tuned, elaborate and localised.A baby moves from involuntary to voluntary motricity.VariabilityA child’s psychomotor development evolvestowards progressive improvement. This progressis not uniform or continuous. The developmentprocess goes through phases of fast progress,but it also involves periods of stagnation, halts,or even regression, that can be followed by freshdevelopment.SuccessionPsychomotor development is governed by two fundamental laws.Cephalo-caudal lawThe closer the muscles in the axis of the body areto the cephalic region, the earlier they are broughtunder voluntary control. This descending law is shownby a series of stages in static coordination.Thus muscular control moves down from the headtowards the feet. The face muscles are controlled first,for example, and then a baby can lift its head, beforebeing able to sit up.Proximo-distal lawThe closer the limb muscles are to the axis of thebody, the earlier they are brought under voluntarycontrol. This law is shown by a series of stages in finecoordination.Thus control moves from the centre of the body tothe peripheral regions. Children control their armsfirst, followed by their hands, and then their fingers.(This information is taken from a study carried out by the Pitié Salpêtrière teaching hospital in Paris)2


The stages in psychomotor development in children from8 months to 5 years of ageUp to the age of 5, children go through numerous stages to develop their motor,sensory and cognitive skills.The main stage is the transition from moving “on all fours” to “standing up”. To design the TIBOOrange, our Research and Development team studied and noted the various stagesof children’s development from 8 months to 5 years of age.(This information is taken from a studycarried out by the Pitié Salpêtrièreteaching hospital in Paris)8 months:10 months:Children can stay in a seated position on their own.They can change their position to reach an object.They can roll over to move.Their index fingers are better controlled and usedmore precisely.Children start to stand up and take a few steps;they fall down frequently.Their prehension is more finely mastered.9 months:11 months/1 year:Children can turn round on their bottoms.They learn to crawl and start moving backwards.They can now hold small objects between the baseof their thumbs and their index fingers.Children crawl around easily.They start to walk.When standing up, they can bend down to pick upan object.Their mastery of handling objects enables themto recognise depth, solid surfaces, containersand contents, top and bottom, and separateand combined elements.3


The stages in psychomotor development in children from 8 months to 5 years of age(cont’d)15 months:Children are able to walk on their own.They can stand up on their own, without support,but their balance is unstable and they fall downfrequently.They can kneel down unaided and move from aseated position to a standing position.Their prehension is more finely mastered and moreprecise.They can put counters into the neck of a bottle.They can hold a spoon, and turn the pages of abook.18 months:Children can go up and down stairs, holding on to abanister.They start to run and stoop down to pick things up.They can run, but they often fall over.They can walk backwards.They can now throw or kick a ball.2 years:Children can go up and down stairs on their own,without alternating movement of their feet (they putboth feet on each step).They can run, turn round in circles, and skip.Their wrists are increasingly flexible. They can turn adoor handle, unscrew a top, and eat with a spoon.4 years:Children can ride a bicycle without the rear stabiliserwheels.They can get into and out of a car.Their prehension improves even further; they canbutton up their clothes fully.They can build bridges with building blocks.3 years:Children can go up and down stairs like an adult, withalternating movement of their feet.They can skip on one foot and keep their balanceon one foot for a few seconds.5 years:Children can skip on both feet, and hop.They can now do up their shoelaces unaided.Their prehension further improves, and they can getdressed on their own.4


Children’s needs and specialists’ requirementsDepending on their age and their level of development, childrendevelop their motor and psychomotor activities and beginto socialise.MOTRICITY & PSYCHOMOTRICITYChildren’s motor skills develop as a succession ofmovement phases ranging from an initial horizontalposition to standing up, followed by the naturaladoption of walking. Children’s first steps area major milestone in their lives. They acquire autonomyand are ready to move on to make fresh discoveries!Children’s motor activities are constantly adaptedand refined at increasingly elaborate levels. In theirexploration of the outside world and through play,children discover many combinations of possiblemovement sequences that multiply their functionalcapacities.FIRST-HAND ACCOUNT“As little children gainautonomy at the level of theirpsychomotricity, they also gainconfidence, and they are ableto decide on their own whetherto move on to the next stage”.Paediatric nurseCreche ManagerFIRST-HAND ACCOUNTPlay is a major activity for children;it can even be their main concern.“If children all have access to a given set of motor,cognitive, symbolic, or sensory experiences,whatever their play context, the presence of playequipment enriches their play and psychomotoractivities through the quantity of experiences thatit provides.Play activities are a major socialisation factorfor children, as they seek contact and bond withothers, or at least work together in structuring theirepisodes of play.”PsychologistPLAY AND SOCIALISATIONPlay is a structuring pastime and it constitutes a major elementin children’s development. Proludic has asked a psychologistto study the impact of play equipment on children between3 and 6 years old.For her, play activities are given extra value by motor and sensoryelements as they call on social, cognitive and creative abilities.For Proludic, outdoor play equipment for young children mustprovide a varied range of play functions involving motricityand of sensory activities, as well as improving the qualityof interaction between children.5


THE NEED FOR EQUIPMENT ADAPTED TO SUIT VERY YOUNG CHILDRENIn their work with children between 1 and5 years old, specialists from crèches andnursery schools told us that there was a lackof play equipment and elementsencouraging development of motricityfor very young children.Child Care specialists seek compactstructures above all, because of the lackof room in protected, closed areas forchildren such as crèches or nursery schools.FIRST-HAND ACCOUNT“Kids very soon get tired ofthings, we have to be able togive them something new atvery frequent intervals”.Creche ManagerNEED FOR A PLAY CIRCUITThe possibility of modifying the playequipment, modulating it, and changingthe elements to suit the programme ofactivities through out the day, was part of theirrequirements. A crèche headmistress told usthat she set up circuits of her own using theequipment at her disposal. She makes thecircuit available to the children for about halfan hour, then she modifies it, and so on...NEED FOR MODULAR ELEMENTSChild Care specialists told us of their needfor evolving, multi-functional, modular playequipment, with multiple combinationsto enable the children to use the equipmentat different levels depending on their ages, theircapabilities and their preferences.6


The concept developed by our designersIdentification of the existence of two worldsChildren’s psychomotor development during the first five years of their livesis marked by a key stage: learning to walk.The process of learning to walk brings to light two worlds.The first one is very close to the ground, the world of children aged 1 to 3, and the other one leavesthe ground and moves up to a certain height, the world of children aged 3 to 5.A psychomotrician fully agrees with this, pointing out that there is a remarkable differencein children’s levels of psychomotor capacities between the ages of 1 and 5.She confirms the existence of two worlds.She calls the first one learning to walk, and the second one learning about the pleasuresof movement in all its forms.The world of childrenaged 1 to 3The world of children aged 1 to 3 is one in whichchildren move on from a position “on all fours”to a “standing” position. Their balance remainshighly unstable. They fall down frequently, andstill need to reassure themselves by leaning onor holding onto something.This world still has strong links with the ground.Because of their limited levels of motricity andprehension, children find it difficult to leave theground. In this world, the children find out abouttheir own body, and their ability to move and holdonto things. The “seated” or “on all fours” positionspredominate. They are safe positions, free of allrisks of falling. This is the “on all fours and startingto walk” world.The world of children aged3 to 5The world of children aged 3 to 5 is one in whichchildren have acquired sufficient mastery of theirmotricity to leave the ground and start climbingstairs without holding on to the banister.Their mastery of prehension enables them toclimb up using their hands. This is a world withfaster movement; the children can run, jump andclimb up. They are aware of their body’s positionin space and their motor and psychomotorabilities. They no longer need direct contactwith the ground and they love gaining height,by climbing up on everything in their reach.It is a more dynamic world, with more climbing andjumping!7


The concept developed by our DesignersOur lines of researchFine motricityExecution of separate finger movements, precision and speed of handling.OUR SOLUTIONSInteracting withthe surroundingsHandling newelementsDeveloping sensoryfunctionsBuilding or taking apart the elements to beassembled or dismantledMastering the movement of a mobile elementon a specific pathObserving. Able to switchfrom a passive role to beingactive all on their own.Grasping the phenomenon of ACTION andREACTION using visual or mobile elementsScrewing or unscrewingMotricity / PsychomotricitySynergy of each individual’s motor and physical functions.Progressing along an element while astride it,finding footings and taking a few stepsFinding out your potential freedom of movementAdopting the same position as in a baby walkerWalking on a slightly raised element,holding onto something to gainassuranceOUR SOLUTIONSControlling your body andsituating it in a spaceLearning about obstaclesMaking progress towardswalkingHelping to walkWalking, running, avoiding obstaclesGoing over or under thingsBending down or crawlingto move through an areacontaining a lot of obstaclesKeeping your balance8


SocialisationA child’s process of adapting to life in a group and to social interaction.OUR SOLUTIONSEncouraging interactionSharing a moment,a game, a story, etc.Sharing, finding out, acting andplaying together.Meeting around an areadesigned to encourageinteraction and sharinga joint activityModularityA unit made up of modules, with elements that provide all sortsof combinationsOUR SOLUTIONSProviding circuits that invite childrento play and learn, and that can bemodified and added on toBeing able to form small or largecombinations depending onthe space availableEnabling easy handling of the elementsProviding different activities whileusing the same elementsAdapting the structure to suitthe budget availableFree fall height of less than 600 mmto limit surfacing costs.“Our main line of research was to develop real working tools for specialists dealing with small children.To do so, we have created varied, relevant, modular play elements.Children remain our special partners for the range we have designed to encourage play, while beingoriginal and attractive”.Head of Research & Development - Proludic9


Registered designThe TIBOO range provides gradual learning circuits in which the world of children aged 1 to3 can exist alongside that of the children aged 3 to 5, on two different levels. It includesactivities specific to each age group and it can be used for play in different ways.At the lowest level, a succession of elements encouragingawareness and motricity are brought together to set up a learningcircuit with multiple possibilities. Priority has been given to finemotricity activities (maze, coloured disc, handling, etc.) andsocialisation through shared or group activities.The intellectual development of very young children is alsotaken into account through creative and action/reaction activitiesconcerning their environment.A section with more classic play activities is also provided,because even very young children learn more about their bodyand the scope of their physical abilities through sliding andclimbing activities.Above this circuit, at the upper level, the more dynamic worldof children 3 to 5 years old enables older children to assess theirlevels of psychomotricity, burn up some of their physical energy,set themselves fresh challenges and discover new sensationsthanks to the stairs, nets, etc., while watching the younger onesas they find their way around their own play world.The equipment is modular and can be adapted to suit theenvironment in which it is to be used. The play equipmentelements can be used separately from each other or jointlyto form a real circuit for playing and learning more about the worldof movement and life in groups.10


An example of a TIBOO design on a closed siteRole PlayRestingHidingPlayingWatchingDiscussingHidingSitting downMeetingClimbingHangingWalking with extra safetyGoing over or under obstaclesSitting downMoving along an elementwhile astride itHandling thingsDiscovering thingsActing on your environmentSitting downMoving round, using the edgesas a help11


An example of a TIBOO design on a freelyaccessible siteWatchingDiscussingScalingCoordinating movementsHidingCrawlingSlidingCrawlingHidingSittingHandling thingsExperimentingDiscovering things12


THE ELEMENTSStar ModuleMotricitypsychomotricitySensorySocialisationClosed siteFree accessMaterials- coloured panels made with a compact material13 mm thick- stainless steel fixings- stainless steel tubes, diameter 40 mmCentral seat- lacquered plywood panelsActivity Centre- lacquered plywood panels- owl: rotomoulded polyethylene- balls: rotomoulded polyethylene- stainless steel tubesTurn Table- the 3 discs are made with an engraved compactmaterial 13 mm thickClosed siteFree accessThe Basin- rotomoulded polyethylene bowlMusic Maker- lacquered plywood parts- stainless steel tubes, diameter 40 mm- cut-out steel parts coated with epoxy paint- rope support- central support and balls made of injected polyamideSand Play- lacquered plywood parts- stainless steel arch- small elements made of polyethylene- rotomoulded polyethylene bowlDome- rotomoulded polyethylene- stainless steel support tube, diameter 40 mm,protected by a rubber overmouldMotor MatMotor Mat- rotomoulded polyethylene part13


Closed siteGrand Cabin with netsGrand CabinMotricitypsychomotricitySensorySocialisationFree accessMaterials- lacquered plywood panels- non-slip platform- stainless steel tubes and slide- aluminium step treads- posts made of laminated pine, cross-section 68*68 mmBig climbing net- fixings and balls made of injected polyamide- net cord diameter 16 mm- stainless steel tube, diameter 40 mm- posts made of laminated pine, cross-section 68*68 mmSmall climbing net- fixings and balls made of injected polyamide- net cord diameter 16 mm- stainless steel tube, diameter 40 mm- posts made of laminated pine, cross-section 68*68 mmPlatform with its elementsPlatform- lacquered plywood panels- posts made of laminated pine, cross-section 68*68 mm- non-slip platform- stainless steel tube, diameter 40 mmSteps- lacquered plywood panels- steps: coloured panels made with a compact material13 mm thickSlide- lacquered plywood panels- slide: polyester 4 mm thick- handrail: stainless steel tube, diameter 40 mmSlope- lacquered plywood panels- non-slip upper surface- holds: plates made with a compact material13 mm thickBig walkway- lacquered plywood panels- non-slip platformBig tunnel- lacquered plywood panels- polyethylene tunnel, diameter 420 mm14


Closed sitePlay wallsMotricitypsychomotricitySensorySocialisationFree accessMaterials- lacquered plywood panels- posts made of laminated pine, cross-section68*68 mm- maze balls: rotomoulded polyethylene- porthole: methacrylateMotricitypsychomotricityTunnel on the groundSeparate elementsLittle Playhouse- lacquered plywood panels- polyethylene tunnel, diameter 420 mm- lacquered plywood panels- lacquered roof coated with polyurethane paint- seats: coloured panels made with a compact material13 mm thick- rotomoulded polyethylene balls- stainless steel overhead barSensoryGangwayLittle Slide- lacquered plywood panels- stainless steel tube- platform and steps: coloured panels made witha compact material 13 mm thick- mobile part made of injected polyamide- lacquered plywood panels- polyester slide- platform and steps: coloured panels made witha compact material 13 mm thickSocialisationSpring RidersLoopingTwiny- lacquered plywood panels- non-slip seat- spring: steel coated with epoxy paint- footrest and handrail made of polyamide- base: injected polyamideLittle Swing- seat: stainless steel structure with rubber overmould- stainless steel tube, diameter 40 mm- posts made of laminated pine, beam cross-section68*68 mm- stainless steel chain- ball bearingsClosed siteFree access15


ELEMENTSStar moduleThis is the basic element: a star shape with a centralopening that can be used to add extra parts, changethe size of the structure if needed and adapt it to suitthe space available and the budget allocated.Stars can be linked together to make up circuits withvarious options containing play and learning activities.The star module provides another wayof using space. It moves away from theclassic vertical/horizontal layout and tendsto attract younger children.The star element can be further developed and given a theme by adding a module at the centre, providing activitiesthat are based more specifically on developing motor skills.Central seatThis element can be added atthe centre of the star to providea unique type of seat. Children lovemeeting there and resting after theirgames. The most daring, do a balancingact and walk along the short beam withan empty space below them. It takescontrol and care to go across the centralcircle on this narrow path and reach oneof the other sides.16


Activity CentrePlaced at the centre of the star, the activitycentre provides young children with lots ofways of enhancing their awareness whilehaving fun.Tiny tots learn to find out more about theirmovements and how to control them byturning the coloured disc, moving themobile elements in the maze, turning andsliding the coloured balls of the abacusor playing the screw/unscrew game.The older ones among them can turnthe owl right at the topof the element.Turn TableThe Turn Table is easily integratedin the middle of the star,and it provides older children in the agegroup with the possibility of drawing acat, a cockeral, or a rabbit, or associatingtwo similar geometrical elements.Here, children take an active partin the game. They think about how tobring the right elements together by simplyrotating the three discs. On their ownor in groups, children cangive their imagination free reinand draw whatever they want!17


The BasinThe Basin is made of rotomoulded polyethylene and fits snuglyin the centre of the star. Because it is so light, the bowl is easyto handle and clean.Depending on how it is installed, the bowl provides differentactivities.Inserted one way up, it can be used as a holder for playequipment, sand, water, etc., and the other way up, it featuresa spiral with a little ball rolling down it, to the children’s greatwonder and amusement as they watch.The bowl provides a pleasant area for play and discovery,and it can be used to set up play and learning centresin a relatively small space.Music MakerThe Music Maker is fixed above the star; it contains metal discson taut cables. By touching the coloured discs, children canhave fun making various sounds.Again, the action/reaction phenomenon enables childrento see what they are able to create through their actions.The Music Maker is made up of metal parts placed on steelcables and coated with epoxy polyester lacquer.18


Sand PitThe sand elements are linked to “theBasin” and fixed to its edges, while theBasin in turn is fixed at the centre of the“star” module; they provide 3 differentactivities, with sand moulds, a sieveand a shelf.Children can find out more about themany properties of sand while theyhave fun playing with it.The DomeThe Dome is used with the star moduleto provide a shady spot during sunnyweather, or a little cave in whichchildren, younger and older ones alike,enjoy meeting up. They can settledown comfortably to share a pleasantmoment with the others, invent stories,play in a friendly world, and hide!19


Motor MatThe Motor Mat is a play and learning element in its own right.It can be used on its own or with the star modules.Its conceptAn elbow moduleThe motricity mat is made up of three basic elements:An arch moduleA fixing matEvolutionThe various assemblies of these two parts, the arch and the elbow, are usedto obtain different geometrical elements.Depending on their number and their layout on the mat, the structure cantake the form of a tunnel, a bridge, etc., and provide many motor activities.FixingA simple fixing system on the mat enables to switch the module over quicklyto a different combination and a different activity.In the case of a permanent assembly layout, definitive fixing is possible.20


CombinationsThe diversity of combinations and the mat’smodularity make this a tool that is adapted to suitcrèche staff requirements and young children’sneeds alike. The range can be added to continuouslyand follow a programme linked to the motor progressmade by each child or group of children. The activitieson the mat evolve depending on the time allottedand the periods set out by the specialists dealingwith child care.Elements to move along while astride them Walking with reassuring elements Crouching down and going througha tunnelGoing under obstacles Avoiding obstacles by going under them Going over or underAssociation with the star modulesAvoiding obstacles by going under themMoving along astride elementsWalking on a narrow pathWalking with reassuring elements21


Grand CabinThe Grand Cabin enables children to climb even higher, to hideand watch the world from the top.The stairs have a banister on each side to make them easierto climb. The playhouse is fitted with a perforated aluminiumsheet roof to let the light in and show the effects of the sunthrough the little holes. Once they are inside, children appreciatethe view from the observation post placed at a height of 970mm, just before they go down the slide.The steps of the stairs on the GrandCabin are madeof aluminium sheet to give the elementextra strengthand durability.Climbing NetThe nets add zest to the play circuit enabling the older children toclimb right up them, with movements that are a little more physicaland sporting.22


The PlatformThe platform, made safe with openwork walls and protected by a gentlysloping roof in vibrant colours, is the starting and finishing point for many funand educational activities.Set at a height of 600 mm, the platform also helps children to acquire a clearspatial perception of their own bodies and familiarise themselves with adifferent view of the world around them.The StepsThe steps enable children to reach the platform in full safety.Wide treads, curved handrails at the right height for children to grasp easily, 2 sidehandles screwed on the inside… everything is designed to stimulate children’smotricity and reassure them as they climb up.The SlideThe slide is an element that is fixed onto the platform.An essential item of play equipment to create body awareness in children,it plays a part in helping them to discover new sensations. Its gentle slopeinvites small children to feel the joys of sliding down slowly, but exhilaratingenough to make them want to start again.A handrail secures access to the slide by preventing accidental falls andreassures the most hesitant among children.23


The SlopeThe slope is an item of play equipment thatprovides access to the platform for those ready toshow coordination, concentration and strength.To make it easier for younger children to climb up,they can use the constant rounded holds alongthe pathway. Protected by a handrail on each side,they can learn how to scale and strengthen theirnewly acquired sense of balance.The Big WalkwaySuspended 600 mm above the ground, protected from theedges by 2 openwork walls, the big walkway is a link between 2platforms that provides its little users with a continuous pathwayfree of any obstacles.The walkway makes a good place for meeting up and having achat, and it also contributes to enhancing children’s motor skills asthey grasp the notion of empty space or learn to overcome theirfear of heights.The Big TunnelThe tunnel adds excitement to the pathway for children,because they have to show flexibility and concentrationas they dare each other to reach another platform.The tunnel is narrow, with a diameter of 420 mm, andthis teaches the young adventurers to be in full controlof their bodies and abilities.It is also an ideal spot for being alone, or playing hideand-seekand developing relational skills.24


Play WallsPlay walls involve concentration and fine motor skills for youngchildren.They are teaching aids designed with different educational andplay functions.Counter wallChatting with a friend on the other side of thewindow, playing mirror games, using expressivequalities or putting their imagination to work.Flower wallExploring space by taking different routes to move the flowersaround and then back to their original places.Porthole wallSeeing their environmentdifferently through 2portholes coloured blueand green.Disc and maze wallTurning the colour disc, slowly at first and then very fast, to discovernew visual experiences.Carrying on with the maze and coordinating gestures by movingthe 3 rounded parts around inside it.The Tunnel on the groundThe tunnel on the ground is a real body awareness enhancer that invites childrento crouch down and move their way through a narrow space.Its cylindrical shape also enables young gymnasts to wrap themselves over itor sit inside it.It is an item of equipment that brings together several types of physical activitiesto develop motricity in young children.25


The GangwayThe Gangway provides children with the possibility of going overor under it. The handles on the sides and a maze game at the tophelp to motivate the youngest among them as they try their hand attheir first climbing exercises.The Little PlayhouseThe Little Playhouse has been specially designed tosuit the needs of very young children.It is an ideal spot to hide in. With its bench and shelf, it is avery pleasant place that lends itself to developing role playand socialise.The roofs of the playhouses are made of perforated aluminiumsheet coated with epoxy polyester lacquer.26


The Little SlideLike The Little Playhouse, the slide can be fitted on one of thestar module’s branches. That way, tiny tots can discover the joysof sliding as part of their play circuit…Access to the slide is via a set of 3 steps. The step width isdesigned to be as stable as possible when they go up.The inside handles on the side give them even more assuranceto climb up 600 mm in full safety.Children can also hide and go under the slide.The small yellow slide ismade of 4 mm thickpolyester to provideincreased comfortfor the smaller children.Spring RidersThe Spring Riders are highly appreciated bykids because of their shapes and colours,and they are especially well-suited for theyoungest of children. Their ergonomic,reassuring design with the two side piecesenable even the youngest children to swingwithout any danger and at their own rhythm.J834J3961The Little Swing- J3960Swings never go out of fashion; they take on special importanceduring playtime.Younger and older children love to swing. Thanks to a seat thatis specially designed for them, they can take flight, with the help ofan adult, and swing away at their own rhythm.The swing seat is made of a stainlesssteel frame with a rubber seat padincorporating a stainless steel cable.27


COMBINATIONSJ3904- Star module- The Basin- Shelf: 3J3905- Star module- activity centre- Shelf: 3J3906- Star module- Music Maker- Shelf: 3J3907- Star module- Sand Pit- Shelf: 3J3908- Star module- Dome- Shelf: 3J3909- Star module- Central seat- Shelf: 328


COMBINATIONSJ3910- Star module- Turntable- Shelf: 3J3901- Little Playhouse- Shelf: 2J3902- Little Slide- ShelfJ3903- Gangway- Shelf: 2J3940- Motor Mat: 12- arch module: 8- elbow module0.5-50.45mEN117629


COMBINATIONS0.5-5J3913- Star module: 2- The Basin- activity centre- fixing mat: 2- arch Motor Mat: 2- Shelf: 40.45mEN11760.5-5J3914- Star module: 3- The Basin- Motor Mat: 4- arch module: 12- Central seat- Little Playhouse- awareness enhancement element- Shelf: 50.45mEN1176J39150.5-50.45mEN1176- Motor Mat: 16- arch module: 20- elbow module: 2- Star module- Central seat- Gangway- Shelf: 230


COMBINATIONSJ3920- Star module- Dome- Little Slide- Shelf: 20.5-51mEN1176J3921- Star module- activity centre- Little Slide- Shelf: 20.5-51mEN1176J3922- Star module- Central seat- Little Playhouse- Shelf: 30.5-50.15mEN117631


COMBINATIONSJ3924- Star module- activity centre- Little Slide- Little Playhouse- Shelf: 20.5-51mEN1176J39250.5-5- Star module: 2- The Basin- activity centre- Little Playhouse- Little Slide- Shelf: 31mEN1176J39530.5-51mEN1176plans32


0.5-5COMBINATIONSJ3930- Star module- The Basin- fixing mat: 2- arch module: 10- Grand Cabin- Climbing net- Shelf: 21mEN11760.5-51mEN1176J3931- Star module- activity centre- Little Playhouse- Central seat- Motor Mat: 2- arch module: 10- Gangway- Dome- Grand Cabin- Climbing net- Shelf: 4J39500.5-51mEN117633


COMBINATIONSJ39510.5-51mEN1176J39520.5-51mEN1176J39550.5-51mEN117634


COMBINATIONSJ39560.5-51mEN1176J39570.5-51mEN1176J39540.5-51mEN117635


TECHNICAL CHARACTERISTICS OF TIBOOThe lacquered panels are made from very highquality plywood 22 mm thick.Made of alternate layers of thin birch, whichoffers longevity and an exceptional mechanicalstrength.They are coloured by spraying 3 coats oflead-free polyurethane lacquer on them,including a varnished finishing coat to providefurther protection from ultraviolet radiation.The edges are prepared using several coatsof flexible polyurethane primer.The stainless steel fixings are protected bytamper-proof polyamide caps.The springs are made of 35SCD6 steel. Theirsurface is shot peened and covered with a zincprimer and 2 coats of epoxy polyester powder100 microns thick. The filled polyamide holderelement (patented by Proludic) makes the systemexceptionally long lasting and safe.The rope elements are made of galvanisedsteel cable covered with black polypropylene.Injected polyamide spheres are used to link thecables together and hold them in place.The slide on Grand Cabin is made of304 stainless steel 2 mm thick, shaped,folded and rolled in one piece.The tubes are made of stainless steel, Ø 40 mm,ensuring durability and a constant aestheticappeal of the play equipment over a number ofyears.ConformityPROLUDIC play equipment is inspected, tested and certified by an independent laboratory to comply with the EuropeanEN 1176 standards. The certificates of conformity of our equipment are available to our customers.Over and above the safety aspects of the functions provided by the play equipment, it is also their reliability and sturdinessthat are defined by these new standards. The materials and structures are subjected to rigorous mechanical tests to checkthe integrity and robustness of the equipment.The colours reproduced in this brochure may not be true to life Proludic reserves the right to change specifications and make product improvements to any forour products at any time without notice.Information in this brochure was correct at the time of printing.While every effort has been made to ensure the accuracy of information, Proludic cannot accept any responsibility for any errors or omissions and this brochuredoes not form part of any contract36


Playground Design AdviceThe Tiboo range can be used inside or outside according to your needsProvide different types of activities to meet a widerange of needsSensory activitiesPsychomotor activitiesMotor activitiesSelect equipment designed to suit veryyoung childrenSpring Riders, with 2 sidesCradle Seat SwingLeave the necessary free areas formovements between each of theplay units (see the instructions)Equipment accessibilityInclude shockabsorbent flooring underthe equipment involvingrisks of fallsInclude a shady area, if thesite does not have a naturaloneQuiet areaPsychomotricitySensory explorationOrganise the area accordingto the type of activitiesDynamic areaMotor skillsMobile play equipmentAssemble and install the equipment with care, and follow the instructions set out in the assembly manualsProtect the playground from the roadsInclude benches for adults and if possible, shelter them from the sun and from draughtsInclude waste bins for cleanliness37


PROLUDIC S.A.S.ZA de l’Etang Vignon - CS 30001181 rue des Entrepreneurs37210 VOUVRAY - FRANCETél. +33 (0)2 47 40 44 44Fax. +33 (0)2 47 52 65 55E-Mail : proludic@proludic.frwww.proludic.com

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