Young children’s views on play provision in two local parks: A research project by early childhood studies students and staff

Abstract

This project collected the views of young children on play provision within two local parks through research conducted by Early Childhood Studies students and academics. Findings identified that traditional playground equipment and ‘risky’ play were important for children. Natural features and semi-permanent provision were valued, alongside the provision of mixed-age fixed equipment. Children were highly aware of health and safety, and they were very risk averse. Conclusions recognised constraints and limitations of collaborative working, including eliciting authentic voices of children.

Children as experiencers: Increasing engagement, participation and inclusion for young children in the museum

“…Making, doing and crafts were the second highest category mentioned by children and adult responses, and the highest response from the youngest children. This is not surprising and supports previous research which recognises the need for children’s agency and ownership of their play (Yates and Oates, 2019). This is further supported by Piscitelli and Penfold (2015: 266) who suggest that an experiential model can provide opportunities for children’s creativity by utilising ‘children’s play as the catalyst for inquiry’.…”

“…It has been argued that children have most agency and value the spaces that they create themselves, but these spaces are ‘ephemeral in nature and hard to capture or preserve in a museum setting’ (Brookshaw, 2016: 3). Yates and Oates (2019) further acknowledge the value of transitory experiences for children and ownership of their own play agendas in public spaces. Opportunities for children to respond to and interact with exhibits therefore supports inclusion and engagement and affords links with diverse lived experiences (Nikonanou et al, 2020).…”

“…Piscitelli and Penfold (2015) identify existing models of practice for engaging children in museums but recognise the limited research available from children’s perspectives. Children’s spaces are often designed according to adult agendas (Firinci-Orman, 2013; Yates and Oates, 2019) and within museums, an historical education agenda dominates, as exhibitions are utilised by adults to meet curriculum outcomes (Birch, 2018; Franklin and Sansom, 2018). The selection, interpretation and curation of exhibits therefore remain in adult hands and children have little voice on what is presented and how (Brookshaw, 2016).…”

“…Bruner (1977) and Donaldson (1978) both acknowledge the capacity of children to understand complex ideas when they are presented in ways that they can relate to and understand. Furthermore, young children show positive engagement in museums when they have freedom of choice, opportunities for collaborative, play based activities (Piscitelli and Weier, 2002); when they have ownership, and can exercise their agency (Brookshaw, 2016; Yates and Oates, 2019)…”

Reconnecting Children with Nature: Foundation and Growth of the Nature Schools Movement in Iran

“…There have been school closures in the capital and other major cities due to high levels of air pollution and decline of urban green spaces due to land-use change and water crises (Staff, 2017;Novo, 2019;Tribune, 2017d). These issues have led to the formation of Nature Schools, a movement reflecting developments that had previously taken place in the Scandinavian context, US and UK as "Forest Schools" or in some cases "Nature Schools" (Pamuk & Ahi, 2019;Swarbrick, Eastwood & Tutton, 2004;Yates & Oates, 2019).…”