Use of Outdoor Play in A Children Centre to Supports Physical Development and Learning in the Early Years Foundation Stages (EYFS)

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TABLE OF CONTENTS

CHAPTER 3: LITERATURE REVIEW1

3.1Introduction1

3.2Outdoor Play in Early Childhood Education2

3.3Advantages of Outdoor Play over Indoor Play5

3.4Outdoor Play and Learning7

3.4.1Multi-sensory Learning7

3.4.2The Eighth Intelligence8

3.4.3Cognitive Development10

3.4.4Social and Behavioural Development11

3.4.5Environmental Awareness13

3.4.6Health Benefits13

3.5Teachers and Outdoor Play15

3.6Summary16

REFERENCES18

CHAPTER 3: LITERATURE REVIEW

Introduction

Outdoor play is important to a child's development; yet, less time is spent outdoors than in previous generations. More people and less space, dangers in neighbourhoods, more structured activities, parents' work schedules, and increased use of technology all contribute to less time spent outdoors. Less time for children to experience the great outdoors at home magnifies the importance and need for outdoor play at school or the child care centre. Early childhood education and care programs, sometimes called preschools, have been recognized for their long-term benefits and are increasingly in demand throughout the country (Shonkoff & Phillips 2001, 167). What happens in the early years has lasting effects on a child's older years.

According to Shonkoff & Phillips (2001), the role of the teacher is critical to the young child's early childhood educational experience. The quality of the interactions between the young child and the teacher or caregiver provides the highest benefit for children's outcomes (p. 167). The teacher's value of the outdoor environment and the activities that are planned and implemented there are vital to the young child's outdoor experiences. The opportunity to freely choose from multiple outdoor activities that the teacher provides by "setting the stage" can make the outdoor learning experience as valuable as that of the indoor classroom (Rivkin 1995, 27). This research study, a qualitative case study, explored and discovered the nuances of an early childhood centre's culture, activities, and beliefs related to their outdoor environment. This exploration was conducted through the lens of activity theory (Rivkin 1995, 27).

Outdoor Play in Early Childhood Education

Pestalozzi, Dewey, Froebel, Montessori and many others proclaimed the need for and the benefits of outdoor play for young children. Friedrich Froebel, the originator of the first kindergarten in 1837 in Germany, was also an early supporter of play. Nature itself was the kindergarten's playground (Perry 2003, 26). He advocated for every community to have a playground to ensure that all children had the opportunity to play outdoors, to experience preparing and caring for gardens, caring for pets, channelling streams and building dams, observing insects, exploring hills and forests, and playing games in fields (Perry 2003, 26).

During the twentieth century, society began to perceive play as an auxiliary of education and that educators are the caretakers of play. Playas a subsidiary of education in turn made teachers the supervisors and supporters of children's play activities (Perry 2003, 27). By the twenty-first century, play was beginning to gain recognition as a legitimate human activity that is enjoyed by all ages. In 1961, the International Association for the Child's Right to Play (IPA) was founded in Denmark. This nongovernmental organization recognizes the right of the child to rest and ...