In childhood education two factors are usually considered. One is the gender difference between children and the different adaptation skills of both genders (CCEA, 2003; 56). Second is the involvement of outdoor activities in the early childhood education curriculum.
It is a common thought that boys adapt faster to outdoor activities than girls. At an early age boys tend to have an adventurous trait which is absent in most girls (Tymms, Merrell & Henderson, 2000; 102). In words by Costello (2000) boys have a dire need for acquiring education than girls (87). The author further argues that boys tend to react well to the introduction to the education system well than girls. However, this depends on the activities involved in the curriculum implemented. In an argument by Leavers (2000) girls acquire more skills in indoor activities than boys (67). Girls at this early age tend to avoid physical activities due to their sexuality. Sylva, Siraj-Blatchford & Taggart (2003) argue that the modern day girl child is more connected to their sexuality at an early and this hinders their participation in physical outdoor (97). As much there is so much opposition on the outdoor activities being involved in the curriculum, there are numerous advantages of the system. In words by Sproule et.al (2003) outdoor learning stretches the imaginative range of a child (112). This is because outdoor activities and learning involve a lot of imaginative and creative thinking activities. A child is exposed to a world where they can relate to the natural environment. This according to Sproule et.al (2002) makes their spirit become more jovial and free (107). Additionally, the physical activities aid in the development of a child’s cognitive abilities. Their psychology is given a boost in terms of strength and length of their thinking capacity. Another advantage ...Show more