Outdoor Learning and Play Grindheim, Liv Torunn; Sorensen, Hanne Vaerum; Rekers, Angela
2021, 2021-07-20, Volume:
34
eBook
Open access
This Open Access book examines children’s participation in dialectical reciprocity with place-based institutional practices by presenting empirical research from Australia, Brazil, China, Poland, ...Norway and Wales. Underpinned by cultural-historical theory, the analysis reveals how outdoors and nature form unique conditions for children's play, formal and informal learning and cultural formation. The analysis also surfaces how inequalities exist in societies and communities, which often limit and constrain families' and children's access to and participation in outdoor spaces and nature. The findings highlight how institutional practices are shaped by pedagogical content, teachers' training, institutional regulations and societal perceptions of nature, children and suitable, sustainable education for young children. Due to crises, such as climate change and the recent pandemic, specific focus on the outdoors and nature in cultural formation is timely for the cultural-historical theoretical tradition. In doing so, the book provides empirical and theoretical support for policy makers, researchers, educators and families to enhance, increase and sustain outdoor and nature education.
This study explored preschool teachers’ beliefs about the challenges they have experienced when supporting young children’s outdoor play. Through Charmaz’s (2006) constructivist grounded theory data ...analysis process, two types of challenges for providing outdoor play were specified including: (1) natural environmental challenges, such as insect bites, allergies, and severe weather issues and (2) physical environmental challenges that include lack of play materials/environments and playground maintenance. The participant teachers perceive that these challenges are related to their preparation and planning for outdoor play including the provision of outdoor play, allotted play time, and a number of outdoor learning activities.
Basic movement skill (FMS) is an important factor that can influence physical activities. Playing outside can support a child overall health, learning process, and basic motor skill development. The ...purpose of this study was to determine early childhood motor development through outdoor play based on gender differences. This study used an experimental method with a one-group pretest-posttest design. The study population consisted of preschool children aged 5–6 years. The sample included 30 preschool children selected using purposive sampling, consisting of 12 boys and 18 girls. TGMD-2 test instrument was used to measure FMS. The results showed that there was no difference of the effect of the outdoor play program on the basic motor skills (FMS) of boys and girls. Locomotor skills and control objects indicates that there was a significant effect of the program intervention. It concludes that early motor skills of boys and girls were improved after participating in an outdoor play program. According to the result of this study, it is necessary to conduct a more detailed approach on gender differences, especially on their basic motor needs and participations in programmed outdoor activities to encourage the development of basic motor skills (FMS).
To synthesize evidence regarding the physical design features and non-physical aspects of public playgrounds that facilitate/hinder outdoor play, social participation, and inclusion; identify design ...recommendations; and explore the current discourses and concepts around designing for outdoor play, social participation, and inclusion in public playgrounds in the context of Universal Design (UD).
Published studies addressing public playgrounds, inclusion, and design, were identified via a systematic search of eleven databases from health, science, education, and humanities.
Fifteen documents met the inclusion criteria. Three main themes were identified concerning physical design features and non-physical aspects of public playgrounds that facilitate/hinder outdoor play, social participation, and inclusion, with associated design recommendations. Although UD is recognized to have the potential to support the design of public playgrounds, no studies examined UD solutions for playgrounds or tested them for effectiveness.
We cannot yet determine whether UD can support outdoor play, social participation, and inclusion in public playgrounds. Research to date has mostly focused on understanding users' perspectives; future research should continue to be informed by diverse users' perspectives to address gaps in knowledge concerning children's voice from migrants, lower socioeconomic communities, and intergenerational users with disabilities alongside researching design solutions for play.
Implications for rehabilitation
Children, particularly children with disabilities and their families, continue to experience marginalization and exclusion in public playgrounds, despite a commitment to inclusion in international treaties.
Universal design is recognized to have the potential to support the design of public playgrounds, however, the evidence is currently very sparse.
While accessibility is an important consideration for playground design, it does not ensure that play occupations can take place.
Extending knowledge on universal design as it applies explicitly to playgrounds and play occupation requires multi- and trans-disciplinary collaboration that includes a play-centered perspective.
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Outdoor playtime has been highly correlated with moderate-to vigorous–intensity physical activity (MVPA), while also being associated with decreased sedentary time. This systematic review and ...meta-analysis sought to examine the physical activity levels and sedentary time of young children (2–5years) during outdoor play periods at centre-based childcare. Eight online databases were searched for peer-reviewed, English-language, original research. Two reviewers independently extracted data (study design, participants, method of measurement, and physical activity and/or sedentary time of participants). Time spent in outdoor activity intensities were converted to percentage of time, and averaged across the two measurement types: accelerometry and observational. Of the 26 included articles, 11 used accelerometry, 13 employed direct observation, and 2 adopted a combination of both measurement methods. Average percentage of time engaged in MVPA and sedentary pursuits ranged from 6.7% to 43% and 23.2% to 63.5% by accelerometry, and 2% to 53.9% and 46.1% to 80.2% by observation, respectively. Total physical activity (only measured by accelerometry) ranged from 23.2% to 63.5% of outdoor playtime. Meta-analysis of 11 accelerometer studies found that children spent a mean (95% CI) of: 13.99% (10.35–17.63) of outdoor playtime in MVPA, 43.77% (32.95–54.58) in TPA, and 52.81% (44.1–61.51) in sedentary time. Overall, young children have the potential to be highly active during outdoor play sessions at centre-based childcare; however, many children still engage in substantial amounts of sedentary time. Future research should explore the frequency and/or duration of outdoor time which best support young children's physical activity and limits sedentary time in childcare.
•Physical activity during outdoor playtime at childcare is extremely varied.•Young children engaged in 14% MVPA and 44% TPA during outdoor sessions.•53% of children's outdoor playtime at childcare was sedentary.
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Children’s low physical activity levels call for an investigation of what can promote activity for excessively sedentary children. The purpose of this longitudinal mixed-method case study in an early ...childhood education (ECE) environment was to observe one sedentary child’s free outdoor playtime in four seasons and determine the physical environmental factors changing his activity from sedentary to physically active. Systematic observation of video material and quantitative analysis were used to identify the most sedentary individual of the one ECE group. The child was named “John”. Qualitative analysis of John’s video material showed that during the four seasons he spent an average of 25% of the playtime doing sedentary activity and 75% of the playtime doing physically active activity during 60-minute free outdoor play sessions. There were a total of 71 physical environmental factors related to John’s change in outdoor activity in the various seasons: man-made objects, such as play equipment, observed 28 times (39%); natural materials, such as water, sand and snow, observed 25 times (35%); and free spaces in the yard observed 18 times (26%). The number of factors was highest in the summer and lowest in the spring. Seasonal changes and conditions unique to Scandinavia may make outdoor play environment in ECE physically activating.
The outdoor space at childcare centres can be many preschoolers' primary experience of outdoor play. Trends prioritizing risk reduction have diminished access to nature and risky play. We examined ...the effects of an intervention to increase opportunities for nature and risky play in the outdoor play environments of two childcare centres using a repeated measures mixed methods design. We used the Seven Cs play space design criteria, adding natural materials to enhance affordances for play. We measured changes in play, social behaviour, psychological wellbeing, and physical activity in 45 children aged 2 to 5. Findings indicated significant decreases in depressed affect, antisocial behaviour and moderate to vigorous physical activity, and increases in play with natural materials, independent play, and prosocial behaviours. Early Childhood Educators observed improved socialization, problem-solving, focus, self-regulation, creativity and self-confidence, and reduced stress, boredom and injury. Outdoor play spaces are important for promoting children's wellbeing and development.
•The Seven Cs outdoor play space design criteria improved play in two child cares.•Natural materials increased affordances for play.•Children's depressed affect, antisocial behaviour and physical activity decreased.•Independent play and prosocial behaviours increased.•Early Childhood Educators observed improved behaviours and well-being.
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Play is essential to the social, emotional, cognitive, and physical well-being of children beginning in early childhood. It is a natural tool for children to develop resiliency as they learn to ...cooperate, overcome challenges, and negotiate with others. Play also allows children to be creative. It provides time for parents to be fully engaged with their children, to bond with their children, and to see the world from the perspective of their child. However, children who live in poverty often face socioeconomic obstacles that impede their rights to have playtime, thus affecting their healthy social-emotional development. For children who are underresourced to reach their highest potential, it is essential that parents, educators, and pediatricians recognize the importance of lifelong benefits that children gain from play.
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