Combination playground structure for small children; slides, climbers (stairs in this case), playhouse

A playground structure in Italy

A playground or play area is a place with a specific design for children be able to play there. It may be indoors but is typically outdoors (where it may be called a tot lot in some regions.^[1])

Modern playgrounds often have recreational equipment such as the seesaw, merry-go-round, swingset, slide, jungle gym, chin-up bars, sandbox, spring rider, monkey bars, overhead ladder, trapeze rings, playhouses, and mazes, many of which help children develop physical coordination, strength, and flexibility, as well as providing recreation and enjoyment. Common in modern playgrounds are play structures that link many different pieces of equipment.

Playgrounds often also have facilities for playing informal games of adult sports, such as a baseball diamond, a skating arena, a basketball court, or a tether ball.

Public playground equipment refers to equipment intended for use in the play areas of parks, schools, child care facilities, institutions, multiple family dwellings, restaurants, resorts, and recreational developments, and other areas of public use.

A type of playground called a playscape is designed to provide a safe environment for play in a natural setting.

History[link]

Playgrounds originated in Germany. They were created as organized and instructional play areas for the use of teaching children the proper ways to play. Over time, organized playing areas have been adopted by other countries of the world and have become commonplace. The widespread adoption of playgrounds led to the Germanisation of some aspects of childhood development.

The first playground in the USA was built in San Francisco's Golden Gate Park in 1887^[2]. Recognizing the need for playgrounds, former President Theodore Roosevelt stated in 1907:

City streets are unsatisfactory playgrounds for children because of the danger, because most good games are against the law, because they are too hot in summer, and because in crowded sections of the city they are apt to be schools of crime. Neither do small back yards nor ornamental grass plots meet the needs of any but the very small children. Older children who would play vigorous games must have places especially set aside for them; and, since play is a fundamental need, playgrounds should be provided for every child as much as schools. This means that they must be distributed over the cities in such a way as to be within walking distance of every boy and girl, as most children can not afford to pay carfare.^[3]

Effects on child development[link]

Professionals recognize that the social skills that children develop on the playground become lifelong skill sets that are carried forward into their adulthood. Independent research concludes that playgrounds are among the most important environments for children outside the home. Most forms of play are essential for healthy development, but free, spontaneous play—the kind that occurs on playgrounds—is the most beneficial type of play.

The relationship between playground activity and the promotion of children’s self-esteem.

There is a general consensus that physical activity reduces the risk of psychological problems in children and fosters their self-esteem.

Colorful sheltered playground at Fuji-Hakone-Izu National Park, Japan

This consensus is reflected in the Chief Medical Officer’s report (Department of Health, 2004), which stated that a review of available research suggests that the health benefits of physical activity in children are predominantly seen in the amelioration of risk factors for disease, avoidance of weight gain, achieving a peak bone mass and mental well-being.

Evidence suggests that children who participate in physical activity improve their self-esteem. Indeed, Ekeland, Heian and Hagan (2005) and Gruber (as cited in Biddle and Mutrie, 2001, p186) found that exercise programmes had a significant positive effect on children's self-esteem.

Moreover, commentators argue that the quality of a child’s exercise experience can affect their self-esteem. Ajzen TPB (1991) promotes the notion that children’s self-esteem is enhanced through the encouragement of physical mastery and self-development. It can be seen that playgrounds provide an ideal opportunity for children to master physical skills, such as learning to swing, balance and climb. Personal development may be gained through the enhancement of skills, such as playing, communicating and cooperating with other children and adults in the playground.

It can also be seen that public and private playgrounds act as a preventative health measure amongst young people because they promote physical activity at a stage in children’s lives when they are active and not yet at risk from opting out of physical activity.

Children’s self-esteem may be enhanced through early positive exercise experiences that contain challenge, fun and excitement.

Seesaw with a crowd of children playing

Rope bridge for improving balance

Children have devised many playground games and pastimes. But because playgrounds are usually subject to adult supervision and oversight, young children's street culture often struggles to fully thrive there. Research by Robin Moore (Childhood's Domain: Play and Place, 1986) has clearly shown that playgrounds need to be balanced with marginal areas that (to adults) appear to be derelict or wasteground but to children they are area's that they can claim for themselves, ideally a wooded area or field.

Playground games are what the children thrive for. For many, it is their favorite time of day when they get to be on the playground for free time or recess. It acts as a release for them from the pressures of learning during the day. They know that time on the playground is their own time.

A type of playground called a playscape can provide children with the necessary feeling of ownership that Moore describes above. Playscapes can also provide parents with the assurance of their child's safety and wellbeing, which may not be prevalent in an open field or wooded area.

Safety[link]

Safety, in the context of playgrounds, is generally understood as the prevention of injuries. Risk aversion and fear of lawsuits on the part of the adults who design playgrounds prioritizes injury prevention above other factors, such as cost or developmental benefit to the users.^[4] It is important that children gradually develop the skill of risk assessment, and a completely safe environment does not allow that.

Sometimes the safety of playgrounds is disputed in school or among regulators. Over at least the last twenty years, the kinds of equipment to be found in playgrounds has changed, often towards safer equipment built with plastic. For example, an older jungle gym might be constructed entirely from steel bars, while newer ones tend to have a minimal steel framework while providing a web of nylon ropes for children to climb on. Playgrounds with equipment that children may fall off often use mulch on the ground to help cushion the impact.^[5]

Playgrounds are also made differently for different age groups. Often schools have a playground that is more advanced for the children in grades 3-6 and a safer playground for children in k-2. This is strictly done for the safety of the younger kids.

Safety discussions do not normally include an evaluation of the unintended consequences of injury prevention, such as older children who do not exercise at the playground because the playground is too boring.^[6]

Wooden Playgrounds[link]

Also concerning the safety of playgrounds is the material in which they are built. Wooden playgrounds act as a more natural environment for the children to play but can cause even more injuries. Slivers are the main concern when building with wood material. Bad weather is also a threat to the wood material. Most woods are treated and do not wear terribly fast but with enough rain, wooden playgrounds can become extremely slippery and dangerous for children to be on.

Regulation[link]

In the United States, the Consumer Product Safety Commission and the American National Standards Institute have created a Standardized Document and Training System for certification of Playground Safety Inspectors. These regulations are nationwide and provide a basis for safe playground installation and maintenance practices. ASTM F1487-07 deals with specific requirements regarding issues such as play ground layout, use zones, and various test criteria for determining play ground safety. ASTM F2373 covers public use play equipment for children 6–24 months old. This information can be applied effectively only by a trained C.P.S.I. A National Listing of Trained Playground Safety Inspectors is available for many states. A Certified Playground Safety Inspector (CPSI) is a career that was developed by the National Playground Safety Institute (NPSI) and is recognized nationally by the National Recreation and Park Association or N.R.P.A. (Some information sources offer interactive examples of playground equipment that violates CPSC guidelines.)

In Australia, Standards Australia is responsible for the publication of the playground safety Standards AS/NS4422, AS/NZS4486.1 and AS4685 Parts 1 to 6. The University of Technology Sydney is responsible for the training and accreditation of playground inspectors.^[7] The Register of Playground Inspectors Australia lists all the individuals who have been certified to inspector playgrounds within Australia.^[8]

European Standards EN 1177 specifies the requirements for surfaces used in playgrounds. For each material type and height of equipment it specifies a minimum depth of material required.^[9] EN 1176 covers playground equipment standards.^[10][11] In the UK, playground inspectors can sit the examinations of the Register of Play Inspectors International at the three required levels - routine, operational and annual. Annual inspectors are able to undertake the post-installation inspections recommended by EN 1176.

Prevention strategies[link]

Because the majority of playground injuries are due to falls from equipment, injury prevention efforts are primarily directed at reducing the likelihood of a child falling and reducing the likelihood of a severe injury if the child does fall. This is done by:

• reducing the maximum fall height of equipment, primarily by reducing the overall height of anything a child might climb on or into;
• reducing the likelihood of falling from equipment, through using barriers, discouraging climbing, and making upper surfaces inconvenient or uncomfortable for climbing or sitting on; and
• installing a more flexible surface under and around play equipment, so that a child who falls is less likely to break a bone.

How effective these strategies are at preventing injuries is debated by experts, because when playgrounds are made from padded materials, children often take more risks.^[6][12]

Playground injury[link]

A crowded playground in Turkey

Each year in the United States, emergency departments treat more than 200,000 children ages 14 and younger for playground-related injuries.^[13][14] Approximately 156,040 (75.8 %) of the 1999 injuries occurred on equipment designed for public use; 46,930 (22.8 %) occurred on equipment designed for home use; and 2,880 (1.4 %) occurred on homemade playground equipment (primarily rope swings).

Percentage of injuries involving public equipment

• About 46% occurred in schools.
• About 31% occurred in public parks.
• About 10% occurred in commercial childcare centers.
• About 3% occurred in home childcare.
• About 3% occurred in apartment complexes.
• About 2% occurred in fast food restaurants.
• About 9% occurred in other locations.

From January 1990 to August 2000, CPSC received reports of 147 deaths to children younger than 15 that involved playground equipment.

• 70% of those deaths occurred in home
• 30% of those deaths occurred in public use

Girls were involved in a slightly higher percentage of injuries (55%) than were boys (45%).

Injuries to the head and face accounted for 49% of injuries to children 0-4, while injuries to the arm and hand accounted for 49% of injuries to children ages 5–14. Approximately 15% of the injuries were classified as severe, with 3% requiring hospitalization. The most prevalent diagnoses were fractures (39%), lacerations (22%), contusions/abrasions (20%), strains/sprains (11%).

For children ages 0–4, climbers (40%) had the highest incidence rates, followed by slides (33%). For children ages 5–14, climbing equipment (56%) had the highest incidence rates, followed by swings (24%). Most injuries on public playground equipment were associated with climbing equipment (53%), swings (19%), and slides (17%).

Falls to the surface was a contributing factor in 79% of all injuries. On home equipment, 81% were associated with falls.

In 1995, playground-related injuries among children ages 14 and younger cost an estimated $1.2 billion.^[15]

On public playgrounds, more injuries occur on climbers than on any other equipment.^[14] On home playgrounds, swings are responsible for most injuries.^[14]

Playgrounds in low-income areas have more maintenance-related hazards than playgrounds in high-income areas. For example, playgrounds in low-income areas had significantly more trash, rusty play equipment, and damaged fall surfaces.^[16]

Unintended consequences[link]

A playground being built for a homeowner's backyard as part of a handyman project. Modern playgrounds can have many options besides swingsets, including sandboxes, rope-climbs, tic-tac-toe games, a fort with dormer roofs and a chimney, a slide, and other amenities.

As a result of what some experts say is overprotectiveness driven by a fear of lawsuits, playgrounds have been designed to be, or at least to appear, excessively safe.^[6] This overprotectiveness may protect the playground owner from lawsuits, but it appears to result in a decreased sense of achievement and increased fears in children.^[6]

The equipment limitations result in the children receiving less value from the play time.^[6] The enclosed, padded, constrained, low structures prevent the child from taking risks and developing a sense of mastery over his or her environment. Successfully taking a risk is empowering to children. For example, a child climbing to the top of a tall jungle gym feels happy about successfully managing the challenging climb to the top, and he experiences the thrill of being in a precarious, high position. By contrast, the child on a low piece of equipment, designed to reduce the incidence of injuries from falls, experiences no such thrill, sense of mastery, or accomplishment. Additionally, a lack of experience with heights as a child is associated with increased acrophobia (fear of heights) in adults.^[6]

The appearance of safety encourages unreasonable risk-taking in children, who might take more reasonable risks if they correctly understood that it is possible to break a bone on the soft surfaces under most modern equipment.^[6][12]

Finally, the playground that is designed to appear low-risk is boring, especially to older children.^[6] As a result, they tend to seek out alternative play areas, which may be very unsafe.^[6]

Risk management is an important life skill, and risk aversion in playgrounds is unhelpful in the long term. Experts studying child development such as Tim Gill have written about the over-protective bias in provision for children, particularly with playgrounds.^[12] Instead of a constructed playground, allowing children to play in a natural environment such as open land or a park is sometimes recommended; children gain a better sense of balance playing on uneven ground, and learn to interpret the complexity and signals of nature more effectively.^[12]

Playgrounds in the Soviet Union[link]

Playgrounds were an integral part of urban culture in the USSR. In the 1970s and 1980s, there were playgrounds in almost every park in many Soviet cities. Playground apparatus was reasonably standard all over the country; most of them consisted of metallic bars with relatively few wooden parts, and were manufactured in state-owned factories. Some of the most common constructions were the carousel, sphere, seesaw, rocket, bridge, etc.

In the 1990s, after the breakup of the USSR, many items of playground apparatus in post-Soviet states were stolen by metal-thieves, while relatively few new playgrounds were built. However, there were so many Soviet playgrounds that many of them still exist and are in a relatively good state, especially those that were repainted.

Types[link]

Playgrounds can be

• Built by collaborative support of corporate and community resources to achieve an immediate and visible "win" for their neighborhood.
• Public, free of charge, like at most rural elementary schools
• A business with an entrance fee
• Connected to a business, for customers only, e.g., at McDonald's and IKEA.
• Elaborate indoor mazes, like those at the (now defunct) Discovery Zone, Zoom Zoom's Indoor Playground in Ancaster, Ontario, Jungle Jam Indoor Playground and Chuck E. Cheese's

Inclusive playgrounds[link]

A play area, titled Wonder World, at the departure lounge of Suvarnabhumi International Airport, Bangkok.

Universally designed playgrounds are created to be accessible to all children. There are three primary components to a higher level of inclusive play:

• physical accessibility;
• age and developmental appropriateness; and
• sensory-stimulating activity.

Some children with disabilities or developmental differences do not interact with playgrounds in the same way as typical children. A playground designed without considering these children's needs may not be accessible or interesting to them.

Most efforts at inclusive playgrounds have been aimed at accommodating wheelchair users. For example, rubber paths and ramps replace sand pits and steps, and some features are placed at ground level. Efforts to accommodate children on the autism spectrum, who may find playgrounds overstimulating or who may have difficulty interacting with other children, have been less common.^[17]

Natural playgrounds[link]

"Natural playgrounds" are play environments that blend natural materials, features, and indigenous vegetation with creative landforms to create purposely complex interplays of natural, environmental objects in ways that challenge and fascinate children and teach them about the wonders and intricacies of the natural world while they play within it.

Play components may include earth shapes (sculptures), environmental art, indigenous vegetation (trees, shrubs, grasses, flowers, lichens, mosses), boulders or other rock structures, dirt and sand, natural fences (stone, willow, wooden), textured pathways, and natural water features.

• Earthartist natural playground.jpg

  A natural playground sandbox using creative landforms provides a place for Passive / Creative Play

• 

  Jacques Laurent Agasse: The Playground, 1830

• 

  A water-based playground in Germany

• 

  Accessible public playground in the USA, 2007

• 

  Playground incorporating aquatic plant life. Sawara, Japan.

See also[link]

• Empower playgrounds
• Rubber Mulch
• Friendship bench
• Obstacle course
• Playground game
• Playground song
• Playground Surfacing
• Playscape
• Playwork
• Recess
• Ropes course
• Children Youth and Environments Journal

References[link]

• Ajzen, I. (1991). The theory of planned behaviour. Organisational Behaviour and Human Decision Processes, 50, 179-211.
• Biddle, S. J., & Mutrie, N. (2001). Psychology of physical activity: Determinants, well-being and interventions. Abingdon: Routledge.
• Ekeland, E., Heian, F., & Hagen, K.B. (2005). Can exercise improve self-esteem in children and young people? A systematic review of randomised controlled trials. British Journal of Sports Medicine, 39, 792-798.
• Department of Health (2004). The benefits of regular physical activity. A report from the Chief Medical Officer. At least five days a week: evidence on the impact of physical activity and its relationship to health. Retrieved September 25, 2006 from http://www.dh.gov/PublicationsAndStatistics/Publications/ PublicationsPolicyAndGuidance/PublicationsPolicyAndGuidanceArticles/fs/en?CONTENT_ID=40809948chk=1Ft1Of.

External links[link]

Look up playground in Wiktionary, the free dictionary.

Wikimedia Commons has media related to: Playgrounds

• National Program for Playground Safety — U.S. clearinghouse for playground safety information

Ken Block
Ken Block in 2008.
Nationality	American
Born	(1967-11-21) 21 November 1967 (age 44) Long Beach, California
2012 Rally America
Debut season	2005
Current team	Monster World Rally Team
Best finish	2nd Overall in Rally America in 2006 and 2008
Awards
2004[1] 2005[1] 2009	• One of the most influential people (#17) in Sports Business Journal • Ad Age's Marketing 50 • One of the Fast 50 in Fast Company Magazine • 40 Under 40 Awards, Sports Business Journal • Rally America's Rookie of the Year • Gymkhana 2 was 2009's #4 most viewed viral video

Ken Block (born November 21, 1967, in Long Beach, California)^[2] is a professional rally driver with the Monster World Rally Team. Block is also one of the co-founders and recently appointed Chief Brand Officer of DC Shoes.^[1] Block has also competed in many action sports events including skateboarding, snowboarding, and motocross.

Rallying[link]

2005[link]

In 2005, Ken Block began his national rallying career with the Vermont SportsCar team.^[3] Vermont SportsCar prepared a 2005 Subaru WRX STi for Block to compete. His first event of the rallying season was Sno*Drift, where he ended up finishing seventh overall and fifth in the Group N class.^[4] During the 2005 season, Block had five top five finishes and placed third overall in the Group N class and fourth overall in the Rally America National Championship.^[3] At the end of his first rallying year, Ken Block had won the Rally America Rookie of the Year award.^[5]

2006[link]

In 2006, Ken Block along with his DC rally teammate Travis Pastrana signed a new sponsorship deal with Subaru.^[3] Through this deal with Subaru, the teammates became known as "Subaru Rally Team USA."^[3] With the new rally season, Block also got a brand new Vermont SportsCar prepped 2006 Subaru WRX STi.^[3] He competed in the first ever X Games rally event at X Games XII.^[3] In the competition, Block ended up finishing third to take the bronze.^[3] He went on to compete in the 2006 Rally America National Championship, where he finished second overall.^[3]

2007[link]

In 2007, Ken Block competed in the X Games XIII rally event, where he placed second overall and won a silver medal.^[5] In the 2007 Rally America National Championship, Block finished third overall.^[5] During this season, Block also entered in a few rounds of the World Rally Championship; Rally Mexico and Rally New Zealand.^[4] In Rally New Zealand, Block recorded two top-five stage times in the Group N class.^[4] At the end of 2007, Block had achieved 19 podiums and 8 overall victories in rally events.^[1]

2008[link]

In 2008, Block was provided with a brand new rally prepped 2008 Subaru WRX STi to compete. Block decided to compete in the Rallye Baie-des Chaleurs of the Canadian Rally Championship to gain some experience with his new 2008 rally car and prepare for the World Rally Championships later this year.^[6] Block gained his first Canadian rally win at the event.^[6] This was only the second event for the new car.^[6] Block and his co-driver were unable to get any championship points at the event due to not having a Canadian competition license.^[6] Block competed in the Rally New York USA competition and finished in first place.^[7] In the X Games XIV rally competition, Block finished tied for third place with Dave Mirra.^[8] This occurrence was due to both competitors having issues with their car. Block, who made it to the semi-finals of the event, had a radiator problem after landing the car awkwardly on a jump. With both bronze place competitors in damaged cars unable to compete, the medals were awarded to both of them.^[8]

Block competed in the 2008 Rally America National championship, which concluded on October 17, 2008. In the event, he finished second overall with a strong victory in the last event. In the Lake Superior Performance Rally stage, Block finished over one minute ahead of his next closest competitor and secured the second overall position.^[9] Next up for Block this rally season is three World Rally Championship events.^[4]

2009[link]

Block appeared in a segment of motoring show Top Gear.^[10]

2010[link]

Ken Block testing Ford Fiesta for the 2010 Rally America season

Block driving a Ford Focus RS WRC at the 2010 Rallye de France

On January 6, 2010 the Monster World Rally Team announced Ken as their driver for selected rounds of the World Rally Championship, in which he will be campaigning the Monster/Ford Racing Focus RS WRC 08. His car will be prepared and run by the North of England based M-Sport, who also prepare the official Ford WRC cars. He will be simultaneously running in his sixth season of the Rally America Championship in an open class Ford Fiesta, as well as his fifth X-games. Ken will also be the first ever American driver to campaign for the World Rally Championship. On February 27, Block won the Rally in the 100 Acre Wood (Rally America) for the 5th consecutive time. This broke the record held by John Buffum.^[11] Ken is currently being trained by former Ford factory driver Markko Märtin. At the Spain rally, he won his first 2 points in World Rally Championship.

2011[link]

On March 23, Block and his co-driver Alex Gelsomino were taken to hospital, having rolled their Ford Fiesta RS WRC during the shakedown stage of the 2011 Rally de Portugal in Faro, Portugal.^[12] A representative of the Monster World Rally team later stated that both men were fine.^[13]

Complete Rally America results[link]

(key)

Complete WRC results[link]

* Season in progress.

PWRC results[link]

Other motorsport activities[link]

On October 15, 2009, it was reported that Block was close to a deal to join the World Rally Championship in a new Ford team. Long time co-driver Alex Gelsomino is also reportedly involved in the deal. Former Subaru WRC driver Chris Atkinson has been reported to be lined up as Block's team-mate in the all-new Monster Energy Drink Ford World Rally Team.^[14]

In 2005, Ken Block along with his DC Shoes associates participated in the Gumball 3000 Rally. For the event they sent out three modified 2004 Subaru WRX STi's sponsored by DC Shoes.^[15][16]

In 2006, Ken Block competed in the One Lap of America competition along with Brian Scotto. They were teamed up in a 2006 Subaru WRX STi and finished forty-fifth overall.^[17]

In 2006, for the Discovery Channel show Stunt Junkies, Ken Block jumped his Subaru WRX STi rally car 171 feet (52 m) and a max height of 25 feet (7.6 m).^[3] The whole episode was dedicated to Ken Block attempting this stunt.

In 2007, Ken Block joined the DC Shoes Snowboarding team at New Zealand's Snow Park.^[3] Block did massive jumps and assisted in snowboarding tricks while driving his rally car on the mountain alongside the snowboarders. The session made the cover of the December 2007 issue of Snowboarder Magazine and closed out the MTN.LAB 1.5 DVD.^[3]

In 2009, for the BBC show Top Gear, Ken took James May out for Gymkhana-style driving at Block's stunt course at Inyokern Airport, an operational California airport, also starring Ricky Carmichael, whom Ken describes as 'a good friend'.

In 2010, for the BBC show Top Gear, Ken took the feature car from the previous episode (a Reliant Robin) for a lap of the Top Gear test track. He rolled the car and was unable to complete a lap but was unhurt.

On January 6, 2010, the announcement is made as Ken joins up with Ford and begins his WRC career driving both a Ford Fiesta and Focus RS WRC.

On August 24, 2010, Block released the first of a three part Gymkhana 3 video release featuring his new Ford Fiesta.^[18]

Ken Block also holds the world record for the world's fastest snow cat, a modified Subaru STI called a Trax STI.^{[citation needed]}

On September 14, 2010, Block's third Gymkhana video, featuring a Ford Fiesta, was released on YouTube.^[19] The video got more than seven million views in its first week.

On August 16, 2011, the fourth Gymkhana video, The Hollywood Megamercial was released on YouTube, featuring Block driving around the Universal Studios backlot.^[20]

Involvement In Colin McRae: Dirt 2 and Dirt 3[link]

Ken Block is featured as a driver in Codemasters Colin McRae: Dirt 2, along with his Subaru Rally Team USA Impreza.
In Dirt 3 he is seen as a driver and Gymkhana teacher, his Monster World Rally Team vehicles are available in the game.

References[link]

External links[link]

Wikimedia Commons has media related to: Ken Block

• Ken Block's Official site
• Monster World Rally Team
• Rally Results and News
• Subaru Rally Team USA
• Rally America Website
• Ken Block Official Merchandise Store
• Ken Block Interview
• Gymkhana racing improved by Ken Block, Video, ~4min
• dirt2game.com

Walt Disney
Walt Disney on January 1, 1954
Born	Walter Elias Disney (1901-12-05)December 5, 1901[1] Hermosa, Chicago, Illinois, U.S.
Died	December 15, 1966(1966-12-15) (aged 65) Burbank, California, U.S.
Cause of death	Lung Cancer
Resting place	Forest Lawn Memorial Park, Glendale, California, U.S.
Residence	Burbank, California
Nationality	American
Education	McKinley High School
Occupation	Film producer, Co-founder of The Walt Disney Company, formerly known as Walt Disney Productions
Years active	1920–1966
Home town	Chicago, Illinois
Political party	Republican
Board member of	The Walt Disney Company
Religion	Christian (Congregationalist)[2]
Spouse	Lillian Bounds (1925–1966; his death)
Children	Diane Marie Disney Sharon Mae Disney
Parents	Elias Disney Flora Call Disney
Relatives	Ronald William Miller (son-in-law) Robert Borgfeldt Brown (son-in-law) Roy Edward Disney (nephew)
Family	Herbert Arthur Disney (brother) Raymond Arnold Disney (brother) Roy Oliver Disney (brother) Ruth Flora Disney (sister)
Awards	7 Emmy Awards, 22 Academy Awards, Cecil B.DeMille Award
Signature

Walter Elias "Walt" Disney (December 5, 1901 – December 15, 1966) was an American film producer, director, screenwriter, voice actor, animator, entrepreneur, entertainer, international icon,^[3] and philanthropist, well known for his influence in the field of entertainment during the 20th century. Along with his brother Roy O. Disney, he was co-founder of Walt Disney Productions, which later became one of the best-known motion picture producers in the world. The corporation is now known as The Walt Disney Company and had an annual revenue of approximately US$36 billion in the 2010 financial year.^[4]

Disney is particularly noted as a film producer and a popular showman, as well as an innovator in animation and theme park design. He and his staff created some of the world's most well-known fictional characters including Mickey Mouse, for whom Disney himself provided the original voice. During his lifetime he received four honorary Academy Awards and won 22 Academy Awards from a total of 59 nominations, including a record four in one year,^[5] giving him more awards and nominations than any other individual in history.^[6] Disney also won seven Emmy Awards and gave his name to the Disneyland and Walt Disney World Resort theme parks in the U.S., as well as the international resorts Tokyo Disney Resort, Disneyland Paris, and Hong Kong Disneyland.

The year after his December 15, 1966 death from lung cancer in Burbank, California, construction began on Walt Disney World Resort in Florida. His brother Roy Disney inaugurated the Magic Kingdom on October 1, 1971.

1901–1937: Beginnings[link]

Childhood[link]

Disney was born on December 5, 1901, at 2156 N. Tripp Avenue in Chicago's Hermosa community area to Irish-Canadian father Elias Disney and Flora Call Disney, who was of German and English descent.^[7][8] His great-grandfather, Arundel Elias Disney, had emigrated from Gowran, County Kilkenny, Ireland where he was born in 1801. Arundel Disney was a descendant of Robert d'Isigny, a Frenchman who had travelled to England with William the Conqueror in 1066.^[9] With the d'Isigny name anglicised as "Disney", the family settled in a village now known as Norton Disney, south of the city of Lincoln, in the county of Lincolnshire.

In 1878, Disney's father Elias had moved from Huron County, Ontario, Canada to the United States at first seeking gold in California before finally settling down to farm with his parents near Ellis, Kansas, until 1884. Elias worked for the Union Pacific Railroad and married Flora Call on January 1, 1888, in Acron, Florida. The family moved to Chicago, Illinois, in 1890,^[10] hometown of his brother Robert^[10] who helped Elias financially for most of his early life.^[10] In 1906, when Walt was four, Elias and his family moved to a farm in Marceline, Missouri,^[11] where his brother Roy had recently purchased farmland.^[11] In Marceline, Disney developed his love for drawing^[12] with one of the family's neighbors, a retired doctor named "Doc" Sherwood, paying him to draw pictures of Sherwood's horse, Rupert.^[12] His interest in trains also developed in Marceline, a town that owed its existence to the Atchison, Topeka and Santa Fe Railway which ran through it. Walt would put his ear to the tracks in anticipation of the coming train^[8] then try and spot his uncle, engineer Michael Martin, conducting the train.

10-year old Walt Disney (center right) at a gathering of Kansas City newsboys in 1912.

The Disneys remained in Marceline for four years,^[13] before moving to Kansas City in 1911^[14] where Walt and his younger sister Ruth attended the Benton Grammar School. At school he met Walter Pfeiffer who came from a family of theatre aficionados, and introduced Walt to the world of vaudeville and motion pictures. Before long Walt was spending more time at the Pfeiffers' than at home.^[15] As well as attending Saturday courses at the Kansas City Art Institute,^[16] Walt often took Ruth to Electric Park, 15 blocks from their home, which Disney would later acknowledge as a major influence of his design of Disneyland.^{[citation needed]}

Teenage years[link]

In 1917, Elias acquired shares in the O-Zell jelly factory in Chicago and moved his family back to the city,^[17] where in the fall Disney began his freshman year at McKinley High School and took night courses at the Chicago Art Institute.^[18] He became the cartoonist for the school newspaper, drawing patriotic topics and focusing on World War I. Despite dropping out of high school at the age of sixteen to join the army, Disney was rejected for being underage.^[19]

After his rejection by the army, Walt and a friend decided to join the Red Cross.^[20] Soon after joining he was sent to France for a year, where he drove an ambulance, but only after the armistice was signed on November 11, 1918.^[21]

Disney as an ambulance driver immediately after World War I

Hoping to find work outside the Chicago O-Zell factory,^[22] in 1919 Walt moved back to Kansas City to begin his artistic career.^[23] After considering whether to become an actor or a newspaper artist, he decided on a career as a newspaper artist, drawing political caricatures or comic strips. But when nobody wanted to hire him as either an artist or even as an ambulance driver, his brother Roy, then working in a local bank, got Walt a temporary job through a bank colleague at the Pesmen-Rubin Art Studio^[23] where he created advertisements for newspapers, magazines, and movie theaters.^[24] At Pesmen-Rubin he met cartoonist Ubbe Iwerks^[25] and when their time at the studio expired, they decided to start their own commercial company together.^[26]

In January 1920, Disney and Iwerks formed a short-lived company called, "Iwerks-Disney Commercial Artists". However, following a rough start, Disney left temporarily to earn money at the Kansas City Film Ad Company, and was soon joined by Iwerks who was not able to run their business alone.^[27] While working for the Kansas City Film Ad Company, where he made commercials based on cutout animations, Disney became interested in animation, and decided to become an animator.^[28] The owner of the Ad Company, A.V. Cauger, allowed him to borrow a camera from work to experiment with at home. After reading the Edwin G. Lutz book Animated Cartoons: How They Are Made, Their Origin and Development, Disney considered cel animation to be much more promising than the cutout animation he was doing for Cauger. Walt eventually decided to open his own animation business,^[29] and recruited a fellow co-worker at the Kansas City Film Ad Company, Fred Harman, as his first employee.^[29] Walt and Harman then secured a deal with local theater owner Frank L. Newman, arguably the most popular "showman" in the Kansas City area at the time,^[30] to screen their cartoons at his local theater, which they titled Laugh-O-Grams.^[30]