Four major issues are explored in this study of child development research and its implications for children's playgrounds: (1) theories and philosophies of play; (2) the historical evolution of playgrounds; (3) research on child development, play, and playgrounds; and (4) creating playgrounds that meet children's developmental needs. Discussion of the first issue surveys early views of play, including the outdoor gymnasiums of the late 1800's; more recent views based on emotional, cognitive, social, and perceptual-motor theory and research; processes of play; and developmental benefits of play. Discussion of the second issue describes traditional, creative, and (extensively) European adventure playgrounds, and points out that the adventure playground is consistent with the philosophies of many noted philosopher-educators, including Dewey and Piaget, and has a record of success in Europe. Exploration of the third and fourth issues begins by pointing out that a striking contrast exists between developmentally appropriate playgrounds and typical American elementary school playgrounds. Research suggests that developmentally appropriate play environments should include materials, equipment, space, and activities to enhance all forms of play, and contain complex superstructures and simple moveable materials to be used in combination. Additionally, to counter conditions of modern, urban, technological society, play environments should include nature areas and provide tools children can use to care for the total play environment. (RH)