The influence of the outdoor environment: den‐making in three different contexts

Abstract

aire libre exitoso ofrece oportunidades flexibles en la que los niños se involucren en juegos imaginativos y creativos, desarrollen sus habilidades comunicacionales y establezcan relaciones con otros niños y adultos.

Children, Outdoor Play, and Loose Parts

“…Unstructured environments have limited guidelines and rules set by adults, allowing and encouraging children to create their own play activities. Outdoor play environments with loose parts that are changed regularly provide children with challenges and a sense of wonder, because the potential play experiences are constantly changing (Boldemann et al, 2006;Canning, 2010). Early learning teachers and programs that embrace the use of loose parts outdoors generally have more flexible schedules, while encouraging children to exercise their freedom to play and develop individual control and self-regulation skills (Stephenson, 2002).…”

Outdoor play as a mean to achieve educational goals - a case study in a Portuguese day-care group

“…In Waters and Maynard's research (2010), the characteristics of the space and the adults' ability to tune with children supported sustained share thinking, during which teachers were able to gain a deeper insight about children's views and interests. Further, research shows that peer interaction and cooperation can be stimulated outside, as children lean on each other to overcome challenges and engage in imaginative and creative play (Canning, 2010;Li, Hestenes, & Wang, 2016;McClain & Vandermaas-Peeler, 2015). Play in green outdoor environments can also promote children's attention restoration, allowing for better learning conditions as they move from the outdoor area to more formal contexts (Mårtensson et al, 2009).…”

“…home, neighbourhood, day-care centres, preschools, schools), in this article special attention is given to the outdoor area of educational settings. Going one step further on previous research about the influence of outdoor play for learning and development (Canning, 2010;Fjortoft, 2004;Maynard, Waters, & Clement, 2013;McClain & Vandermaas-Peeler, 2015;Stephenson, 2002;Waller, 2007), this study explores the possible pedagogical outcomes for under threes playing outside, trying to counteract the lack of studies related to this age group (Bilton, Bento, & Dias, 2017). Recently, in Portugal, there has been a political investment in zero to three education and official guidelines are being conceived to support childcare practices.…”

Berrikuntza Haur Hezkuntzako kanpo espazioan: diseinuaren kalitatea eta haurraren jolasa

“…Hainbat arrazoi daude hori horrela izateko, hala nola, teknologiak, trafikoa, eguraldia eta hezkuntza erakundeak (Doucette, Kowalski eta Ransom, 2007;Ernst 2014; Fdzila eta Said;2010; Maynard eta Waters, 2007). Teknologiari dagokionez, haurrak gero eta lehenago hasten dira horiek erabiltzen, eta sasoi batean kanpoan ematen zuten denbora nolabait ordezkatu egin dute (Doucette et al, 2007).…”

“…Era berean, kanpo espazioan irudimen aktiboa garatzeko aukera dute (Canning, 2010). Halaber, toki aproposa da esplorazioa, aurkikuntza, jakin-mina eta umeen parte-hartzea bultzatzeko eta haurren garapen integralerako (Fdzila eta Said 2010).…”