From boats to bushes: environmental elements supportive of children’s sociodramatic play outdoors

Robertson, Natalie; Morrissey, Anne-Marie; Moore, Deborah

doi:10.1080/14733285.2019.1630714

Cited by 19 publications

(8 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In line with this train of thought, Hirose et al ( 2012 ) stated that indoor and outdoor arrangements were important not only for the healthy development of children, but also for discovering their special play behaviors and interests. In addition, it is accepted that the outdoor environment shapes children’s social play (Miranda et al, 2017 ) and is one of the important elements of children’s socio-dramatic play processes (Robertson et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Personal play identity and the fundamental elements in its development process

Güneş

2021

Curr Psychol

View full text Add to dashboard Cite

The aim of this study to define personal play identity and examine the fundamental elements in its development process. Within the scope of this research, 66 works (36 experimental, 28 theoretical, and two both experimental and theoretical) were reviewed and discussed by following the systematic literature review process. After reviewing process, the fundamental elements of personal play identity can be examined under four themes, namely play, personality, socio-culture and environment, and economics and technology. The evolutionary nature of play, which can be defined as an individual’s complex specialized identity is considered as a part of their development, allows personal play identity to be transferred to the next generations as it shaped by the continuous interaction of factors, such as socio-cultural environment, economy and technology. It is thought that play identity has a power that can make a positive difference to people since it presents a healthy development in most skills and attitudes which determine the quality of life, such as developing solutions for the problems faced by people throughout their lives, establishing social relations, achieving identity, and the ability to cope with problems.

show abstract

Section: Discussionmentioning

confidence: 99%

Personal play identity and the fundamental elements in its development process

Güneş

2021

Curr Psychol

View full text Add to dashboard Cite

show abstract

“…The majority of the studies were conducted in the USA (n = 11) [26][27][28][29][30][31][32][33][34][35][36][37][38][39][40], Australia (n = 5) [41][42][43][44][45] and Canada (n = 4) [46][47][48][49]. Three studies each were conducted in Norway [50][51][52], Sweden [53][54][55], and the United Kingdom [56][57][58].…”

Section: Geographical Locationmentioning

confidence: 99%

“…For the play sub-domain, ten studies included a related outcome: n = 4 nature-based ECE (n = 3 controlled before and after, n = 1 controlled cross-sectional) [26,27,41,59]; n = 5 ECE natural playgrounds (n = 1 uncontrolled before and after, n = 2 controlled crosssectional, n = 2 cross-sectional) [36,42,43,48,62]; and n = 1 types of natural element (crosssectional) [37].…”

Section: Trustworthiness Of Included Qualitative Studiesmentioning

confidence: 99%

Nature-Based Early Childhood Education and Children’s Social, Emotional and Cognitive Development: A Mixed-Methods Systematic Review

Johnstone

Martin

Cordovil

et al. 2022

IJERPH

View full text Add to dashboard Cite

This systematic review synthesised evidence on associations between nature-based early childhood education (ECE) and children’s social, emotional, and cognitive development. A search of nine databases was concluded in August 2020. Studies were eligible if: (a) children (2–7 years) attended ECE, (b) ECE integrated nature, and (c) assessed child-level outcomes. Two reviewers independently screened full-text articles and assessed study quality. Synthesis included effect direction, thematic analysis, and results-based convergent synthesis. One thousand three hundred and seventy full-text articles were screened, and 36 (26 quantitative; 9 qualitative; 1 mixed-methods) studies were eligible. Quantitative outcomes were cognitive (n = 11), social and emotional (n = 13), nature connectedness (n = 9), and play (n = 10). Studies included controlled (n = 6)/uncontrolled (n = 6) before-after, and cross-sectional (n = 15) designs. Based on very low certainty of the evidence, there were positive associations between nature-based ECE and self-regulation, social skills, social and emotional development, nature relatedness, awareness of nature, and play interaction. Inconsistent associations were found for attention, attachment, initiative, environmentally responsible behaviour, and play disruption/disconnection. Qualitative studies (n = 10) noted that nature-based ECE afforded opportunities for play, socialising, and creativity. Nature-based ECE may improve some childhood development outcomes, however, high-quality experimental designs describing the dose and quality of nature are needed to explore the hypothesised pathways connecting nature-based ECE to childhood development (Systematic Review Registration: CRD42019152582).

show abstract

“…Appropriate siting protects children and staff from environmental hazards; while well-designed indoor and outdoor spaces support the effectiveness of early childhood programs, contributing to both child and staff well-being (Australian Children’s Education & Care Quality Authority [ACECQA], 2017). Conversely, inappropriate siting, poor design and low-quality physical environments can lead to negative effects for children, such as restricted sociodramatic play (Robertson et al, 2019) and reduced sense of well-being for children (Moore et al, 2019), as well as stress and professional frustration for staff (McClintic & Petty, 2015; Schenetti & Guerra, 2018). Wherever possible, the siting and design of childcare centres should be grounded in evidence-informed design that prioritises the best interests of children and supports the effective provision of quality early education and care (ACECQA, 2017).…”

Section: Introductionmentioning

confidence: 99%

In whose best interests? Regulating childcare environments in Australia

Morrissey

Moore

2021

Australasian Journal of Early Childhood

Self Cite

View full text Add to dashboard Cite

This conceptual model paper uses systems theory to explain how key elements in the Australian policy and regulatory context lead to three issues of concern in childcare centre physical environments: siting of centres on busy roads; lack of outdoor space; and, emergency evacuation in high-rise buildings. Drawing on evidence from prior studies and policy documents through desktop research, as well as childcare centre visits and communications with stakeholders and experts, we confirmed these issues as threats to children’s health, safety, development and well-being. Adapting Goekler’s ‘iceberg model’ of systems theory, we identified a dominance of commercial childcare property interests and complex and conflicting policy and regulatory structures, as explanatory elements leading to outcomes that conflict with children’s best interests.

show abstract

From boats to bushes: environmental elements supportive of children’s sociodramatic play outdoors

Cited by 19 publications

References 21 publications

Personal play identity and the fundamental elements in its development process

Personal play identity and the fundamental elements in its development process

Nature-Based Early Childhood Education and Children’s Social, Emotional and Cognitive Development: A Mixed-Methods Systematic Review

In whose best interests? Regulating childcare environments in Australia

Contact Info

Product

Resources

About