Outdoor Play

Outdoor play has long been considered critical to the development, growth and well being of young children. Aside from the obvious health benefits, outdoor play offers children to engage in exploratory learning and allows teachers to engage in observation theory (Isaacs cited Moyles 2014). Durant (2012) describes outdoor play as vital because it 'enables children to become independent learners' and it engages children in the enjoyment of learning. Outdoor play also presents opportunities for using equipment and resources that could not be used within a classroom (gymnasium, climbing gear, larger provisions).
In the 21st century, there are health concerns of children's weight increasing due to the advancement of technology which does not allow for much physical activity. Therefor enabling more outdoor physical activity within the curriculum provides numerous health benefits to each child.

The above short video shows an example of outdoor play taking place within a curriculum in a school in America. The leading educator annotates that they spend a four hour period each week in a outdoor environment where they 'do learn' as there are multiple stimuli to engage with. In the video you are presented with footage of children using their creativity and imagination to offer further stimulation into the objects around them. Some children play with sticks as though they are swords, whilst other form structures of mounted rocks and pebbles. Wellhousen (2002) states the importance of 'fresh air, large motor play, and exploring natural environments' in young children's education (p.x). 

Froebels Kindergarten Curriculum is a planned and specific programme in which the teacher nurture the childs development. Froebel (cited Willhousen 2002) believed that philosophy should be applied to both indoor and outdoor activity, and that children will learn best through natural and playful endeavours. One example of this, Frobel gave each child a designated pot to grow a garden, which meant the dealing and planting of seeds. When the seeds sprouted, the children cared for the seedlings. This activity instilled responsibility for living things on the children whilst also teaching them about the scientific principles of nature (Brosterman 1997 cited Wellhousen 2002). 

I have witnessed outdoor play being carried out in a similar manner via a local school that supports individuals with physical impairments. It is difficult to find appropriate outdoor learning environments for particular classes due to environments being less mobility friendly, therefor the school created their own space and began to 'grow' and expand their garden. The children were responsible for using their imaginations in the planning process, for painting and decorating the space and also for growing plants.  This allows a space for where children can develop confidence and 'their own sense of identity' (Casey 2007 p.7) which can provide opportunities for them to personalise their own space and obtain some independence that they struggle with due to disabilities. Lots of the children struggle 'with rejection or acceptance of aspects of culture and tradition around them' (p.9) due to their disabilities, therefor providing an outdoor space where they are able t lead their own learning is vital to their emotional development as well as their education.

above; Photograph taken of the greenhouse at further end of school ground. The children are currently growing many seedlings.

above; an example of how the children are incorporating their own decorations made from outside resources into the classroom.

As you can see, the children are engaging not necessarily in 'play' but in learning, they are able to go outside throughout several lessons each day providing there are an appropriate number of SEN teaching assistants available for safety. But the class is guided through their learning, which allows them to perform Enquiry-Based Learning both inside and outside the curriculum.