Investigation of outdoor play in early years

Investigation of come forwardside(prenominal) turning in early geezerhood alfresco animate in Early Years In whose best saki? This re arrest examines the definition of command and alfresco institute as nearly as the perspectives of the early years trailblazers spanning all over ii centuries who has regulate our signified of come ondoor pass much(prenominal) as Friedrich Froebel, Maria Montessori, Marg argont McMillan, Susan Isaacs and Majorie Allen, purify cognize as Lady Allen of Hurtswood. It bequeath overly seek to address how out-of-door cope with can be optimised in early years climb to remedy churlrens wining and uprisement outcomes.The scope of this re draw includes debates surrounding outsidesy(a) play, concerns and the advantages of victimisation the outdoor env compressment. This review would to a fault analysis previous look intoes on outdoor play and recite which suggests that outdoor play improves baberens culture and fountain galler y-organism. dictation is a difficult concept, and by its in truth nature cannot be pinned cut out or precisely defined. There is nothing tangible, predictable or legitimate near tikerens play, and this pay backs thinking about play to a greater extent difficult and sometimes uncomfortable for those who like things neat and gively. Play sits uneasily in a culture of standards, measurable outcomes, testing targets and quality control. plot nearly of us know play when we see it, academics curb had trouble defining it (Johnson, Christie, Yawkey, 1999). Play involves a free choice activity that isnon-literal, self-motivated, enjoyable and process oriented. full of life story to this definition is the non-literal, non- literalistic aspect. This meat external aspects of time, purpose of materials, the milieu, rules of the play activity, and roles of the vocalismicipants atomic number 18 alone overhear up by the squirtren play. They are based on the baby birds sensory faculty of existingity (Wardle, 1987, p. 27). Children do not play for a reward-p emanation, money, or food. They play beca rehearse they like it.(p. 28). Children who compete to make the best wooden ship are not playing. Children who are t centenarian they must workout the block with an A on it to realise a word are not playing, and children who are asked to grade the colours of their keystones, instead of development them to fabricate a picture, are not playing.Article 31 in the United Nation Convention on the rights of the Child stipulates that play is a ingrained right of every children (Human Rights Directorate, 1991 cited in Steampfli 2008) and that play is essential for children to develop intellectually, physi call optiony, emotionally, and socially. Through play children learn to oralize their thoughts and feelings, develop language and social skills and become aware of cultural assortment in their comm iodine. file clerk, (2008), describes imaginative outdoo r play as play which gives children the opportunity to use their imaginations, helps promote original thinking, flexibility, adaptability, empathy and the ability to generate sixfold solutions to a problem. She express play as the just about important activity that children bequeath take expose in after- prepare(prenominal) as it is a agency through which they find stimulation, well-being and happiness in order to initiatephysically, emotionally and intellectually. She express that the outdoor environs iswell suited to meet childrens needs for all aspects of play and is the virtually relevant way of go skill based upon first-hand experiences and individual interests.Waite et al. (2006) cited in Waller, T (2007) journal hold point out, outdoor learning is not a single entity precisely comprises some(prenominal) incompatible sorts of activity with distinct purposes. Outdoor environments afford opportunities for a balance between adult-led organise activities and givi ng children opening to interesting outdoor spaces.Friedrich Froebel(1782-1852) emphasised the sizeableness of the garden and the educational importance of learning out of doors more than a century ago. To Froebel, the garden was some(prenominal) literal and metaphorical. He used the word kindergarten, a garden for children, rather than the word takeing and saw the kindergarten as a business rancidice where the child could develop in consent with nature. Educators would provide a rich environment for upraiseth, and would tend, nurture and crop each child just as a good greenhouseman would tend a unripened plant. Froebel believed in a divine unity and connectedness between all living things, and it was thitherfore important for children to be close to nature in the outdoor environment. Through gardening and play outdoors children learnt about nature and about the growth of plants and animals, simply they similarly learnt to care for and take obligation for nature, and gradually to recognise their own devote in the inborn world. Childrens freely chosen game games outdoors were a source of fascination to Froebel. He saw in much(prenominal) games evidence of childrens increase sense of justice, self- control, chumminess and fairness. (Tovey, 2008). Forest drills which are closely associated with the danish pastry early years plat clay is inspired by the ideas of Froebel, traditionally favoured play, drive and fresh air (Stigsgaard, 1978, cited in Maynard, 2007), while a sense of nexus with nature and the environment has been cogitate to the Danish pattern of an ideal childhood (Organisation for Economic Cooperation and Development (OECD), 2001 cited in Maynard, 2007). The development of young childrens generalizeing about the natural environment is seen as being an important aim of all sidereal day-care facilities (OECD, 2000 cited in Maynard, 2007).For Maria Montessori (1869 -1952), snuff iting in a poor inward city community in Rom e, Italy it was not the garden, but the house that was the permanent metaphor for her approach to early childhood. The environment, she argued, should allow children to be like the master in their own houses, that is it should be child-sized, offer independent movement and be well organised with everything in its place. It was not nature, but science and her notion of scientific pedagogy, which was a guiding principle. Using Froebels metaphor of the gardener she argued that easy the good cultivator.stands the scientist. This is a very opposite philosophy from Froebels garden where weeds were measure outd as much as the flowers. It was Montessori, who pioneered the idea of escaped access from indoors to outdoors and free choice and self direction, but choice was restricted. Unlike Froebel, Montessori did not believe the natural materials were educative and, in that locationfore, she made no readiness for play materials like sand and water. Rather she argued that structured mat erials, which had been subject to the perfectinghand of a higher intelligence (Montessori 1983 cited in Tovey 2008), were indispensable to identify the real or true nature of the child.Margaret McMillan (1860-1931) was a collectivised politician. Her experience of running an open air camp for children in the slums of Deptford, conspiracy of capital of the United Kingdom, where disease was rife, convinced her that time spent outdoors could dramatically improve childrens health and that the youngest children should be the focus of attention. She developed an open air babys room prepare for children, and literally radiation patterned and built a garden for children. The garden was central and the indoor spaces were merely shelters for use in very hazardous weather. Everything, she argued could take place outdoors, play, sleep, meals, stories and games. She argued that thither was no need for artificial informative apparatus to stimulate childrens senses in isolation when real f irst-hand experience offered richer and more meaningful opportunities. A babys room garden must have a free and rich place, a great rubbish heap, stones, and flints, bits of can, and old iron and pots. Here every healthy child go out want to go, fetching out things of his own choosing to build with. (McMillan 1919 cited in Tovey 2008).Susan Isaacs (1885-1948) worked in a very different social context from McMillan. She opened the malting House School in Cambridge in 1924, a school for highly advantaged children of professional parents. It was an tasteal school that had two aims to stimulate the agile enquiry of the children themselves rather than to teach them and to charter within their immediate experience every range of fact to which their interestsreached out (Issacs 1930 cited in Tovey 200846). Children were apt(p) considerable freedom for Isaacs argued that play has the greatest value for the child when it is really free and his own (Isaacs 1929 cited in Tovey 200846). T he garden include grass, fruit trees, a lift frame, slithers, moveable ladders, trees for climbing, flower and vegetable garden with individual p scores for each child and a range of animals. The garden realise childrens curiosity and enquiry. It offered challenge and risk and children had considerable freedom to try things out, to question, to experiment and to follow wherever their curiosity led. stock-still, this freedom too had constraints. Eg. Children were allowed to climb on the summer house roof, but only one child at a time was allowed. Like Froebel and Montessori earlier her she argued that freedom brought responsibility, but it also empowered the children to develop skills to be safe. Isaac view of childhood is one of passion. boyish children had a passion for finding out about and striving to to a lower placestand the world. Although she tried to observe children in free conditions she also recognised, unlike Montessori, that it was impracticable to discover t he natural child.Marjorie Allen (Lady Allen of Hurtwood) 1897-1976 featured less(prenominal) in education belles-lettres but nevertheless deserves an important place as a pioneer of outdoor play areas for young children. She was active in campaigning for purify provision for young children and became president of the greenhouse school association, and a founder member of the worldwide organisation Mondiale Pour LEducation Prescolaire (OMEP). She designed play areas for many nursery schools including gardens with sand pits and paddling poolson roof tops of blocks of flats in Camden, London. She is associated most for bringing the idea of adventure or junk playgrounds to Britain. She argued that children seek access to a place where they can dig in the earth, build huts and dens with timber, use real tools, experiment with fire and water, take really great risks and learn to overcome them.(Allen cited in Rich et al 200546)She was damning in her criticisms of stuffy playgrounds t hat are static, dull, unchallenging, and which do not account for young childrens drive to explore, imagine, create and to seek companionship. The tendency for ordering a complete playground from a catalogue is greatly to be deployed this neediness of enterprise spells dullness and monotony and only the manufacturers benefit (Allen 1968 cited in Tovey 200850). Lady Allens vision for challenging outdoor play environments, her belief that children with disabilities were entitled to equally rich and exciting environments, and her knowledge, from calculated observation, of the continue of design on childrens play is still influential right away intermiticularly in the playwork field.These developmental emphasis on play and playgrounds for nursery school playgrounds and kindergartens was later reinforced by the work of early twentieth century child research centres and figures such as Piaget (1951), Vygotsky (1978) Bruner, et al (1976), and Huizinga (1950). The developmental emphasi s continues in the early 21st century. Until recently, preschools were relatively unaffected by contemporary high stakes testing and continued to focus on play as a primary vehicle for learning and development.(Frost 2006).A research demand by Clements (2004) reveals that children today strike down considerably less time playing outdoors than their m other(a)(a)(a)s did as children. The study reveals several fundamental reasons for this dec mental strain, including dependence on television, digital media, and concerns about crime and safety. The study also conveys findings related to the frequent use of electronic diversions. Maynard (2007) also linked the growing interest in Forest School to a concern that childrens outdoor play is in decline. Parents, it is suggested, are reluctant to let their children play outside as they once did for fear of strangers, traffic or violence and as a result, it is also suggested, childrens play revolves around organized recreational activities or is home-centred and focused on computers, video games and television. This, it is maintained is having a negative impact on childrens social and emotional competence while also contribute to an epidemic of child obesity.Maynard Waters (2007), in their journal also identify recent years levels about the use and abuse of the outdoor environment have rarely been out of the media. These reports, often backed by the a la mode(p) research findings, have focused on concerns about environmental handicap as well as issues such as stranger danger, childrens lack of physical activity, the rising levels of childhood obesity, as well as a more general lack of connectedness with nature. A view which agrees with Froebel who sees garden as a spiritual place where children could grow and develop in harmony with nature, and begin to sense their own place in the natural world. It was a place for creative and imaginative play.There is growing human race policy interest in childrens play. Polit icians and opinion formers are interested in exploring how good play opportunities can help improve quality of life and safety in neighbourhoods, rein obesity and promote childrens well being, instigate children development and build community cohesion. Alongside, there is a growing view that good play experiences are not only an essential part of every childhood, but also a key public responsibility and an expression of our social obligations towards children. (Filer, 200814).Dr Aric Sigman, of British Psychological Society, recommends that children under three should be banned from watching TV, and older children, aged 3-5, should be restricted to think one hour a day of good quality programmes. Children spend more time looking at the screens than they do outside doing real things, which is detrimental to their health and well being, particularly in the long term. He recommends that children should be outside experiencing real life and real things (Sigman, 2005 cited in Filer 2 008).One way in which government has attempted to address these concerns has been to raise awareness of, for example Healthy Schools programme, Food in Schoool programme, School proceeds and Vegetable scheme, Physical Education, School Sport and Club Links programme (DSCF, 2008)The introduction of Early Years inception pegleg Curriculum (EYFS) in September 2008 in England for children from birth to five (DSCF, 2008) emphasise the need for the provision of reparation outdoor experience.However, Waller (2007), in his article identified that a spend a penny pedagogy for the use of the outdoors as a site for learning has not been established and, as (Fjortoft, 2001 cited in Waller 2007) and (Waite et al.2006 cited in Waller 2007) point out, there has been relatively little research on what actually happens in outdoor environments.The EYFS now recognises that the environment plays a key role in encouraging and extending childrens development and learning under theme 3 enabling envi ronments which is line with the Macmillans theory which allowed children free access to play areas and gardens and was not predicated upon a located time schedule. The importance of outdoor learning is also emphasised in the effective practice outdoor learning as below aside generations of children benefited from extended amounts of unsupervised time outdoors, and as adults they look back lovingly at these early experiences. Indeed it is widely recognised that such experiences make a positive impact and as adults we are aware that it shaped many aspects of our own development and health.Despite this cultural faux pas away from outdoor play and learning, it remains essential to childrens health, development and well-being. Consequently, it is springy that early years conniptions maximise childrens opportunities to be outdoors for some it may be their only opportunity to play freely and safely outside.Outdoor learning encompasses all that children do, see, hear or feel in their o utdoor space. This includes the experiences that practitioners create and plan for, the spontaneous activities that children initiate, and the naturally occurring cyclical opportunities linked to the seasons, weather and nature. (DCSF, 2007)It is evidenced that a lot of recent and old research into outdoor play are in agreement that it is beneficial for children to be outside experiencing real life, real things, in order to grow and develop holistically. Most of the researches also concluded outdoor is a place where the child could develop in harmony with nature, a place to begin to sense their own place in the natural world and a place for creative and imaginative play. Good play experiences are seen as an essential part of every childhood which would lead to improve quality of life, tackle obesity and promote childrens well being. However, Majorie Allen criticized the conventional playgrounds seen at bulk of the nursery and pre school these days as static, dull, unchallenging, and which do not account for young childrens drive to explore, imagine, create and to seek companionship. Finally, fit to the literary workss, one of the main advantages of using the outdoor environment is that it provides children with the space to move freely. (Fjortoft 2001, 2004 cited in T.Maynard et al 2007) report on research from Scandinavia, which demonstrates that children who play in flexible, natural landscapes appear to be healthier, have improved motor fitness, balance and co-ordination, and demonstrate more creativeness in their play. It can be concluded based on the literature review above that experiences of the outdoor play and learning suggests that early years practitioners should recognise the significant potentials of outdoor learning highlighted above, in addition to development outside play opportunities within their gardens they should also consider giving children regular opportunities to experience wild natural environments.CONTENTPage No abstract entity 1 INTRODUCTION 2-3LITERATURE REVIEW 4-14METHODOLOGY/RESEARCH blueprint 15-16ANALYSIS/FINDINGS 17-20CONCLUSION 21-22REFERENCES 23-25APPENDICESNARRATIVE OBSERVATION A-CTRACKING OBSERVATION D-ESANDRINGHAM inculcate PICTURES F-JBLOOMING GARDEN PICTURES K-MABSTRACT I have worked in different tantrum during my course and I have noticed that outdoor play is not particularly well think by the practitioners. It seems to be seen as an opportunity for the lag have a break and for the children to let off steam. Play is childrens natural way of doing stuff to build for children to build conceit and social skills and the philosophy behind the Early Years Foundation Stage Curriculum supported this very much. The aim of my study is to look at how children participate in outdoor play in Sandringham school environment compared with regular scope with limited outdoor space with fixed and movable apparatus such as climbing frames, slides and bikes etc as well as to encourage practitioners to refle ct on their practices. My research draws on observation (both narration and tracking method) of one nursery located in London borough of Newham- Sandringham Schools nursery in London and a regular nursery with fixed garden apparatus in Redbridge borough, Uphall School. My observation was used to find out how children attendance both school nurseries react during outdoor session and how practitioners assist the children in extending and stimulating their learning and development.The play experiences of children at my own school Sandringham School nursery in comparison with the children at Uphall Schools nursery clearly delegate that children at Uphall school nursery spend less time playing outdoors than those at Sandringham schools nursery. The study reveals that children at my school at Sandringham schools nursery are engaged in depth active learning with their peers and practitioners, objects,allowing the children to use their imagination more creatively. For example, during my observation, a child uses a tree carve up to sweep an area under a large tree, which she described as Goldilocks grandmas house.INTRODUCTIONIn searching for my research topic, I have drawn on my experiences and interest during my placements. It struck me fairly quickly from observations in my various placement that outdoor play space in most of the settings is still just about physical development and not given the equal status to indoor play it deserves in terms of the planned experiences that are provided for young children. Majority of the settings outside play area are pure with static, dull, and unchallenging equipments, and do not allow young childrens drive to explore, imagine, create and to seek companionship. Practitioners should promote and enhance the development of playground that offer a rich, multi sensory environment that is meaningful, imaginative and stimulating for all young children, providing them with real experiences that help embed their early learning and h olistic development and not just their physical development. Parents and practitioners agree from conversation with them that outdoor play is a natural and critical part of childs well being, health and development and the importance of outdoor play is also reflected in recent government policies such as the Every Child Matters agenda (2003) and Early Years Foundation Stage (EYFS, 2008) curriculum embraces outdoor learning as it enables the children to follow their interest, make choices, forge links between their learning and develop ideas over time.This study will evaluate the effectiveness of opportunities provided for children under five to learn in the outdoors, in a garden, or other open air space e.g. in Sandringham school nursery environment and a regular day nursery setting. The research aimed to investigate the impact that the type of outdoor play experiences in the two settings has on all areas of learning and development for children under five.In this study I will use ( Filer, 2008) definition of outdoor play a creative outdoor play as play which gives children the opportunity to use their imaginations, helps promote original thinking, flexibility, adaptability, empathy and the ability to generate multiple solutions to a problem. She expresses play as the most important activity that children will take part in outside as it is a means through which they find stimulation, well-being and happiness in order to grow physically, emotionally and intellectually. Outdoor play also offers play spaces that enable children to create play spaces themselves and to exercise greater choice over materials, location and playmates. world outdoors..offers opportunities for doing things in different ways and on different scales than when indoors. It gives children first-hand tinct with weather, seasons and the natural world and offers children freedom to explore, use their senses, and be physically active and exuberant. (EYFS card 3.3 cited in Hitchin, 2007)METHODOLO GYThe research takes place in two different borough schools nursery in their early years settings in England over a period of 4 months. riding horse 1 This is my own schools nursery based separate building for the infants school building, this is located in a most multicultural state in town in Forestage, London area of the UK. Children aged 3 years to 5 years old attending the nursery on a half day and the neighboring lot come for the afternoon session. The garden is a large part of it concrete and the other part was gated and covered with tree barks, with tensile climbing frame and slide, large tree on the other end of the gated part end bench under the tree and a large plastic turtle shape sand and water tray. On the paved area, there is a large wind chime resting on the fence and the other areas are left free for obstacle activity, easel, construction blocks, bicycles etc.Setting 2 This is a school based in borough of Redbridge,In order to establish childrens involvement level s in the two settings, I considered issuing questionnaires to both parents and practitioners. On discussing this with my School mentor, it transpires that the result will only give parents/ practitioners view on outdoor play and not necessarily give an solving to childrens level of learning and development physically, emotionally, imaginatively, and creatively through outdoor play.In conjunction with the setting staffs, I have collected data using participant observations in the form of tracking observation method which was give out to the practitioners to follow selected children during outdoor play at each of the setting to find out the childrens interest while outdoor as well as direct observation method conducted bymyself in the form of narrative observation to assess childrens involvement levels in two different outdoor environments. Observation is an important, if underrated, form of assessment. It may seem subjective, but it has a great deal of potential. Assessments can be made when the children are actively engaged in outdoor play and therefore the process on interaction with other children and adult can be observed. According to Creswell (2002) observations in a setting requires good listening skills and careful attention to ocular detail. It also required management of issues such as the potential double-dealing by people being observed and the initial awkwardness of being an outsider without initial personal support in a setting (Hammersley Atkinson, 1995).ANALYSIS/FINDINGSThe results indicates that there is quality adult-child verbal interactions at the sandhringham school than the other setting which was my main concern and according to EPPE (2004) and REPEY (2002) research findings which identified that more sustained shared thinking was observed in settings where children made the most progress. Sustained shared thinking occurs when two or more individuals work together in an intellectual way to solve a problem, clear up a concept, evalua te an activity, extend a narrative etc. For example, a child sat under a large tree with a few(prenominal) other children with an adult and she told the adult this is a forest, where the brute is hiding and waiting me, Ill be the goldilocks and you can be the bad wolf and the adult engaged the child in open-ended questioning which is associated with better cognitive achievement according to the EPPE research findings. The forest was later off-key into grandmas house they used drapes and plastic cover and securely pinned and another child sweeping off the dry leaves I am sweeping my grandmas room, because she is ailing and I need to help keep it clean.Where as at my other setting, the adults intervened in the first place to ensure the safety of the children by encouraging a child to participate in an activity. For example, during an obstacle activity, the adult encouraged the child to locomote on the blocks and offered a hand to boost the childs confidence. An interesting observ ation is that there are a lot of initiated activities at the Sandringham school with interventions by practitioners when invited by the child to extend the child/rens thinking. Opportunities are provided for adult initiated group activities which according to EPPE (2004) research findings are most effective vehicles for learning. For example, a game of lock ball? hide and seek game where the children have to listen to where the voices responding to their call is coming from to help them locate the people hiding. This game promotes listening skills.However, majority of the activities at the other setting is usually free play with mainly fixed climbing frames and slides, large wind chime, and selection of choices made acquirable by the adult such as sand and water tray, lego blocks on a carpet or tray, writing materials, dressing up clothes, balls and books which is alternated on a daily basis. There is mostly child to child verbal interaction.The children in Sandringham school are engaged in more creative and imaginative play such as finding treasures, digging, treasure hunting lifting logs to look for worms which was in line with Friedrich Froebel (1782-1852) who described garden then as a spiritual place where children could grow and develop in harmony with nature, and begin to sense their own place in the natural world. It was a place for creative and imaginative play for investigation and discovery for songs, music and ring games. Froebel was perhaps unique in amongst the pioneers in linking garden design to his philosophy of childrens learning and in recognising the holistic nature of young childrens learning. He saw in such games evidence of childrens growing sense of justice, self- control, comradeship and fairness which I also noticed during my observation at the sandringham, school setting.For example, each child is given opportunity to lead with an adult when doing the head count before entering and leaving the forest school. A child was upset be cause she wanted to lead on this occasion and the adult explained to her that she has had a turn last week and that everyone has to have a go before it could be her turn again and this helps the children to develop sense of fairness and justice.The staff leading at the sandringham school seemed to have good knowledge and reason of the curriculum as well as knowledge of child development and they have gained additional training on forest school approach, which I assume has helped the adult in facilitating childrens learning. For example, the children learn to use natural materials such as sticks to make a shelter, two other children uses large paint brushes with water to paint the wooden fence. Another girl went to paint a tree, which a boy was climbing on and he said no Amisha, its going to be slippery. Other activities observed at Sandringham school arethey are climbing, move over obstacles, carrying logs from one area to the other, eating outdoors, getting skanky while digging o r hiding, opportunity to wander freely without unbroken adult supervision in a large space with lots of nature to see and explore at their own pace. All these will support the childrens emotional, social development, environmental awareness and spiritual wellbeing. It also encourages active learning, improve creativity and critical thinking.From my observation of children at the other setting with garden equipment from a sale, the older children mostly run around the small garden or climb on the plastic frame and slide which I agree with Allen, M (1897-1976) spells dullness and monotony and only the manufacturers benefit. Marjorie Allen 1897-1976 also criticized the conventional playgrounds seen at majority of the nursery and pre-school these days as static, dull, unchallenging, and do not account for young childrens drive to explore,imagine, create and to seek companionship.However it is interesting to note during each observation at the other school that the tree bark that covers the garden floor offered scope for children with learning difficulty.For example, the children use the tree bark to represent food served by one child to the other children and as they received each said thank you. While at the sandrigham school, a space under the tree was transformed into a Grandmas house, Vygosky (1978) cited in Tovey 2007 argued that such play leads to higher level thinking because children are using objects symbolically. The act of transformatio