Big boulders are an unsung resource. Children love to play on them. Every boulder tells the story of the Planet Earth and how it has come to be like it is. Very often there will be one or two large boulders in a playground. Yet as a learning resource these are largely neglected. So here is 10 ideas to get you started…

1. Sniff and smell them

See if different rocks smell differently. If you are unsure, pour some water onto the rock as this can make a difference.

2. Close your eyes and feel the rock

Notice which feel rough, smooth, cold, warm, grainy, soft, slippery or flaky. Start building up collections of words that describe rocks. Who can give the most apt descriptions? For older or more able children, focus on other aspects of language such as developing alliterations, similes and metaphors.

3. Scratch the rock

Who comes off worse – you or the rock? Does it depend on the rock type or how you are feeling?

4. Give the rock a big hug

It may be the first time someone’s cared enough to do this for millions of years.

5. Climb on them

Some rocks are easy to nip up and down. Others are incredibly challenging. Draw up a list of criteria for the ideal climbing rock.

6. Take a closer look

Take a variety of magnifying tools to have a look at the rock . There are now magnifying apps which allow close up exploration, especially in bright light.

7. Put your ear to the rock and listen hard

Try and find out what it is telling you. After all it’s been around in one place a lot longer than you have. See if the rock has undergone any changes of state. What clues – visual or textural do you notice?

8. Look around the base of the rock for nooks, crannies and mini caves

Who might live under the rock? How do you know for sure it exists?

9. What does your boulder symbolise or represent?

The boulders in the photo at the top of this blog post symbolise Te Papa Museum’s commitment to the land and people of New Zealand. Think about how it got there. Where did it come from? Create a legend or a story about your boulder’s existence. Perhaps it is now the memory of an event or a dedication to someone.

10.Go on a neighbourhood hunt for the biggest rock

Decide how to define what makes a rock big. When does it get too big and needs to be called something else?

11.Enjoy reading the parable about the rocky road

It was sent to me by a Czech friend, Radka Kozielova, many years ago:

“In ancient times, a king had a boulder placed on a roadway. Then he hid himself and watched to see if anyone would remove the huge rock. Some of the king’s wealthiest merchants and courtiers came by and simply walked around it. Many loudly blamed the king for not keeping the roads clear, but none did anything about getting the big stone out of the way.

Then a peasant came along carrying a load of vegetables. On approaching the boulder, the peasant laid down his burden and tried to move the stone to the side of the road. After much pushing and straining, he finally succeeded.

As the peasant picked up his load of vegetables, he noticed a purse lying in the road where the boulder had been. The purse contained many gold coins and a note from the king indicating that the gold was for the person who removed the boulder from the roadway. The peasant learned what many others never understand. Every obstacle presents an opportunity to improve one’s condition.”

Sourcing boulders – some things to remember

1. Rescue rocks

Finding a source of boulders can be surprisingly challenging. At Inveraray Primary School, the most popular play feature is the stones and nearby large log. When the new car park was being created, the kind contractor ensured these “rescued” materials were moved into the grounds for the children.

2. Choose your boulders with great care.

Not all are suitable for play! Put in place a system of checks prior to obtaining and then also for ongoing care. Think about :

• How they cope with weathering in your climate. Ensure they are frost resistant -some types of rocks are susceptible to frost and the freeze-thaw cycle of water getting into their cracks and pores. Some are brittle – check how the fragments break off – if they shatter and have hard edges, they may be a poor choice.
• If you have rocks with sharp corners or edges, it is worth paying for these to get sanded down before installing them.
• Some rock surfaces are more slippery and some have a better natural grip. This will be affected by algae growth and also wear and tear: children’s play can smooth and polish a rock’s surface. Likewise on some rock surfaces, moss build up can sometimes create slip hazards depending on climate, weather and local ecosystems.
• Rocks that are available locally rather than transporting from far away. It will represent the local geology and how this impacts on the buildings and spaces in your local community too. If you are unable to source local stone use a reputable supplier.

3. Think about the feature you and your children wish to create

You may wish to decide, depending on the amount of rock available, if the children want a larger feature to climb, such as a boulder terrace or hill:

Another option that mixes play and learning is to have a geology that is large enough for children to climb or sit on. The Coombes School have a super geology trail which I have blogged about. Below is an example from a park in Sweden:

4. Consider the safety aspects of installation and management

In the UK there are guidelines and advice available which you should consult. Ask a landscape architect or a natural playground installation specialist in the first instance about what they recommend and current guidance . You will need to think about matters such as:

• Ensuring that one third (or more) of any boulder should be buried for stability. There should be no movement of the boulder if and when children or adults travel across them.
• The positioning of rocks and boulders to ensure no potential limb or other body entrapments. This is particularly relevant if you are creating a series of stepping stones.
• Whether the height of the boulders and their accessibility requires impact absorbing surfaces around them. This depends on location, supervision, age of people using the boulders, etc.
• Having adequate drainage to stop water pooling at the base and in between the rocks.
• How you will ensure the rocks are inspected and maintained and having a system of checks in place.

The photo above is  of a play park in Stirling Council which has, in years gone by, several fine examples of natural play spaces. I like the versatility of this boulder arrangement – as a boundary, seating and stepping stones.

Finally, make the most of any rocks and boulders you have! Every child needs a rock!

This blog post was originally published in 2009 and then added to in 2015.