Task 2

Playing Outdoors- why outdoor play? Chapter 2

Outdoor play is an important aspect of a child’s play. It enhances children to allow them to get fresh air and do more activities requiring large body movements. Some Nursery and schools take children outside so they can experience outdoor play and allow children to have a run around getting fresh air. This chapter gives three different examples of how outdoor play is used in 3 different settings. The first setting was to allow children to race around while adults focus on something else.  The second setting focused on good weather as there was a replication of having same activities as indoors the same as outdoor, hence the uniqueness of outdoor play was not exploited as there was a lot of adult-directed tasks. However, the third setting was more open as the children could play outside or inside as the doors are wide open, the setting reflects on first-hand experience as children can play and do what they wish.

Outdoor environment is unique as it is different from indoors, there is more space and children are likely to have a go at something, also weather change makes the environment unique as they experience different seasons, atmosphere and open space. According to Katz (1995) children have more opportunity to have a go at something without having to worry about the consequences. Allowing children to have a go is an important learning characteristic. In outdoor play space is more open, the child has their own preferences, in what they want to play with. Playing outdoors can free the child’s body and mind. Outdoor play is more sustained as Vygotsky (1978) argued that play leads to higher level thinking as children are using objects in a symbolic way which increases their cognitive development.

Outdoor play offers challenges to allow children to explore and take risks in their learning. It is important to assess the ability and manage risk as well as knowing how to be safe outdoors. Risk assessment are vital in settings to ensure children are safe to play outside freely.

Imagination plays a huge art in outdoor play and children can use the space more effectively and use their imagination in symbolic play so children can play with natural resources and pretend to cook using leaves as the food they are making. According to Vygotsky Imaginative play is a central element of a child’s development.

Natural resources in outdoor play help children learn about the different types of insects and plants. Some children may be comfortable whereas some may feel it is dirty so would not want to go near it. Play is vital outdoors as children can embrace using their gross motor movements. Children control play and their movement outdoors as they decide the speed, the actions, challenge and use their imagination. Emotional and movement is closely linked as looking at the perspective of how children move through different emotions. Children can experience outdoor play in a context they believe is meaningful. They can experience first-hand experiences and challenge play opportunities to provide a rich learning environment. Overall, playing outdoors is important for young children as is has a huge impact on their child’s health and well-being.

Bibliography

Tovey, H 2007, Playing Outdoors, chapter 2 McGraw-Hill Education, Buckingham. Available from: ProQuest Ebook Central. [13 July 2017].

Kaufman, B S, (2012) The Need for Prentend Play in Childhood Development. Available at: https://www.psychologytoday.com/blog/beautiful-minds/201203/the-need-pretend-play-in-child-development accessed: 13/07/17