Developing the Outdoor Area in Early Years

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ACKNOWLEDGEMENT

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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ABSTRACT

This paper focuses on developing the outdoor area for children in Early Years for learning. So that children can be exposed to a more stimulating outdoor educational experience, the United Kingdom public education system developed and implemented strategies to accomplish an integrative approach between indoor and outdoor learning. One of these strategies is to allow for an enhanced connection between children and the outdoor environment through the betterment of school landscapes. The outdoor environment is "that vast domain of organic and inorganic matter that is not a product of human activity or intervention". The purpose of this study is to develop the outdoor areas for children learning, it focused on six areas of learning. The study was based on qualitative methodology. The use of primary and secondary data enables the researcher to meet the aims and objective of the research. This qualitative study provides a better understanding about the significance of developing outdoor area for children's. Interviews were conducted with parents in order to collect the Primary data was collected the study explores the perceptions of learning as it is linked EYFS curriculum. By linking our outdoor and indoor area sensory provision children can access a wider variety of exciting activities and enrich their learning experiences.

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION6

Background of the Research6

Rationale6

CHAPTER 2: LITERATURE REVIEW8

Theoretical Framework8

Outdoor Area8

Outdoor Area and Child Learning9

Six Areas for Learning9

1.Imaginative and Creative Play9

3.Learn how to take Risks Safely10

4.Complete Investigations and Development10

5.Encouraged to develop their thinking Imaginative and Creative Play10

6.Gross Motor Skill Development11

Child Learning and Development11

CHAPTER 3: MEHTODOLOGY12

Introduction12

Research Method12

Research Approach13

Data Analysis13

Questionnaires14

Semi Structured Interviews14

Ethical Concerns14

Reliability and Validity15

CHAPTER 4: DISCUSSION AND ANALYSIS16

Discussion16

Interview Questionnaire Analysis16

CHAPTER 5: CONCLUSION19

Integration of the Outdoor Environment into Children's Experiences20

Barriers to Providing Outdoor Learning Experiences20

REFERENCES22

APPENDIX24

CHAPTER 1: INTRODUCTION

Background of the Research

Early childhood is a time span of development that spans the ages from 3 to 5 years, between the end of the toddler years and the start of first grade. It is the time to the juvenile child's life when the base is prepared for personal, linguistic, cognitive, and social-emotional natural forces that will elaborate all through life (Beith, 2005). There is an unmistakable value to early childhood that makes it one of the most intriguing and charming time of human development. Every child is unique in his own way, while the development of the child is through different phases (Currie and Jureidini, 2004).

Rationale

Children make friends at different stages of life. They interact with others and follow them. A baby playing with a toy and smiles towards it shows that he recognizes ...