Play generally improves all the aspects that are associated with the development of children as well as their leaning and in the process acts as their window to the world (Saracho, 2012, p. 100). Several factors are held responsible for the cultural shift that has taken place in…
ldren are spending a considerable amount of time in the settings that pay attention to the structured education as well as recreational activities and therefore leave very little time for the children to participate in the plays that are self-initiated. Outdoor play cultivates all the aspects of the development of the children and it develops a foundation of physical, social, emotional as well as intellectual skills that are needed for success in schools as well as in life.
Play that is characterized by pretending encourages communication and therefore enhances skills that are needed in communication, role playing as well as perspective taking while developing the skills that are needed to solve problems which include persuading, compromising as well as cooperating (Mayesky, 2009, p. 128). Learning that takes place outside the classroom has the advantage of supporting the development of a lifestyle that can be perceived to be healthy since it gives children the chance to take part in physical activities which involve freedom and movement while encouraging a sense of wellbeing. It also allows them to have contact with the natural world while availing to them experiences, which are specific to the outdoors that may include exposure to the weather as well as different seasons. It also goes a long way in the development of skills that are needed for dealing with problems while developing a sense of creativity as well as opportunities that will enhance imagination, ingenuity and ...
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The research used mixed methods of data collection that included survey of 50 parents and teachers, interviews of 10 parents and teachers, and observations of 5 children during their play hour for a period of 12 weeks. The research found that both parents and teachers think outdoor play as important, but teachers thought it to have wholistic benefits of social, emotional and cognitive development while the parents only emphasized the physical benefits.
Thus nursery schools generally meant for children aged 2 to 5 (Bruce 1998, p. 21), having assumed the essential task of preparing the child to positively integrate with the world outside the family (Sandler 1998) must provide learning experiences focused on the child’s total development.
In many nations across the globe, early childhood education has been prioritized in terms of provision of recommendations and allocation of resources. Educational bodies across the globe have also played an important role in ensuring early childhood education is effectively delivered.
According to the research findings the frameworks of ‘play’ and practices set the different types of borderwork a little apart from unending normal life. As already mentioned, this could improve the insightful influence of borderwork circumstances in the side of the participants and spectators, emphasising a gender-as-hostile dichotomy representation of social interactions and relationships.
The emphasis is currently on the right of children to participate in risky play. Thus far, there are no investigations classifying risky play. This study will attempt to accomplish this.
In the present study, risky play is defined as stimulating or
All five practitioners work full time and take part in various activities within the setting. The setting is in a small town with surrounding villages ascribed to vibrant country life.
The outdoor learning environment is very dynamic, rich and provides a
As it can be seen from the previous chapters, play and the outdoors typically complement each other and outdoor play in the early years is important to many attributes that are associated with learning in
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