The Development and Validation of an Outdoor Free Play Scale for Preschool Children

Li, Sixian; Jiang, Qianyi; Deng, Chenyu

doi:10.3390/ijerph20010350

“…Children's play activities in the playroom are necessary for their own development. Children can optimally develop it by utilizing and developing the play environment [12,13]. Children who play with water, sand, and mud help improve their physical development [14][15][16].…”

Section: Introductionmentioning

confidence: 99%

The Presence of a Play Space for Post Disaster Recovery

Sari¹,

Kurniati²,

Fajari³

2023

Acta Pedagogia Asia

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From the year 2000 to the year 2022, Indonesia has had a number of natural disasters that were big enough to be called "national disasters." After a natural disaster occurs, it has a significant physical and social impact. The Simple Multi Attribute Rating Technique (SMART) method is applied to determine the handling priority after a disaster due to the simple calculation process. The physical and psychological impacts caused by natural disasters in Indonesia are often ignored consciously. With the aim of normalization, it is necessary to repair and restore all aspects of public or community services as part of an effort to rehabilitate post-disaster areas. It is important to recognize the contribution to post-disaster reconstruction for victims who lost daily routine activities, emotional disturbance, family loss, and a sense of security. Trauma can be categorized as acute versus chronic and early versus late. The focus of this study was examining the presence of play spaces for post-disaster recovery. The hope is that this research aims to find out the extent of the presence of play spaces in providing services for post-disaster rehabilitation and reconstruction.

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Natural learning

Kassim,

Rowberry,

Holmes

2024

EYE

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The following article is a combination of three Level 5 student assignments on the Forest School module led by Philippa Thompson, principal lecturer at Sheffield Hallam University and Co-Chair of the ECSDN. The students selected the module and are a mixture of Early Childhood and Childhood Degree students. The focus of the module is to critique current approaches to Forest School in the UK in comparison to international models; understand and critique the idea of outdoor learning and focus on biodiversity, sustainability and becoming climate literate. The module is taught outdoors in collaboration with senior outdoor learning officer Chris Smith (Founder of Well and Wild), providing students with an employer perspective alongside the experiential and academic learning.

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‘Can I have a career in early years if I'm neurodiverse?’

Windridge

2024

EYE

0

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The following article is a combination of three Level 5 student assignments on the Forest School module led by Philippa Thompson, principal lecturer at Sheffield Hallam University and Co-Chair of the ECSDN. The students selected the module and are a mixture of Early Childhood and Childhood Degree students. The focus of the module is to critique current approaches to Forest School in the UK in comparison to international models; understand and critique the idea of outdoor learning and focus on biodiversity, sustainability and becoming climate literate. The module is taught outdoors in collaboration with senior outdoor learning officer Chris Smith (Founder of Well and Wild), providing students with an employer perspective alongside the experiential and academic learning.

show abstract

The Development and Validation of an Outdoor Free Play Scale for Preschool Children

Cited by 3 publications

References 45 publications

The Presence of a Play Space for Post Disaster Recovery

The Presence of a Play Space for Post Disaster Recovery

Natural learning

‘Can I have a career in early years if I'm neurodiverse?’

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