TEACHING YOUNG CHILDREN Chapter 10 Planning the Physical Environment Outdoors

Importance of Outdoor Play Over 75% of college students’ memories of favorite play experiences were outdoors – Sensory experiences – Greater sense of freedom – Opportunities for risk-taking NAEYC – Daily outdoor play essential American Academy of Pediatrics, American Public Health Association, National Resource Center for Health and Safety in Child Care and Early Education – 2 or 3 periods of outdoor play each day

Committing to the Outdoor Environment Extend the indoor environment to outdoor play areas Use both fixed and movable equipment Add natural elements – plants, gardens, trees Plan for and facilitate outdoor play Encourage families/children to spend more time outdoors

Planning Guidelines Basic considerations – Located next to the indoor setting – Include sand, water, and plant life – 75 square feet of outdoor space for each child – Balance sunny and shady areas – Include large, grassy areas – Fence for safety and security – Covered area for hot or rainy weather – Areas for group and individual play

Planning: Basics Fixed equipment – Swings, slides, and climbers – Sandbox – Dramatic play structures – playhouse, old boat, small car – Storage shed Movable equipment – Tricycles, garden tools, manipulative toys

Planning: Basics Variety of play options outdoors can promote – Active physical/motor play – Solitary play – Construction play – Imaginative play – Games with rules

Planning: Basics, cont. Including natural elements – to help children connect with the natural world – Grow flowers/vegetables – Put up bird feeders and study birds – Walk around local neighborhood – Consider a pet – Take a field trip to a nature center – Help children avoid “nature-deficit-disorder” (Louv, 2005)

Planning: Selection Selecting equipment and materials – Commercial equipment Include installation and surface materials cost – Donated materials Think imaginatively! Adult-made equipment – Family and community involvement

Planning: Change Change in the outdoor environment – Outdoor prop boxes Materials with a chosen theme – post office, pet shop, fishing, camping, gas station – Adult-movable equipment Sand/woodworking table, wooden/plastic boxes – Child-movable equipment Blocks, tricycles

Planning: Health & Safety Health and safety considerations – Playground injuries Surfacing under and around play equipment Inappropriate to children’s developmental level Equipment design problems Equipment placement – Safety guidelines Consumer Product Safety Commission, 2008

Planning: Health & Safety (cont) Health considerations – Toxic materials – chemicals, poisonous plants – Maintenance – pick up trash/litter, cover sandboxes, remove standing water The adult’s role – Allow plenty of time for outdoor play – Plan for and prepare the outdoor environment – Teach behaviors – interact with children – Inspect equipment

Outdoor Play Areas Transition – Adjust to outdoor activities – quiet/covered Manipulative/Construction – Puzzles, blocks, beads, play-dough, clay – Woodworking/building materials Dramatic Play – Props/materials for higher-level play

Outdoor Play Areas (cont) Physical – Mounds, hills, grassy areas, tricycle paths Sand/Water Play – Variety of materials/accessories Natural – Sights, smells, textures – trees, bushes, plants, leaves

Infant/Toddler Environments Developmental considerations – Enhance locomotor, language, and intellectual skills Areas and equipment – Small hills, ramps, low steps, tunnels – Push and riding toys, dolls, toy vehicles – Trees and plants

Preschool Playgrounds Planning considerations – Facilitate social and physical skills – Fixed and movable equipment options Area organization – Covered patio – transition, art – Storage – Gardening and natural elements – Complex, multifunctional superstructure – Dramatic play structure

Kindergarten and Primary Playgrounds Issues surrounding recess – Since the late 1980’s, trend toward less recess for more academic instructional time 20% of schools (U.S.) have decreased recess 7% 1 st graders, 8% 3 rd graders never have recess – Decreased activity – significant factor in higher obesity rates (Winter, 2009) – Increased activity – improved academic performance (Carlson, et al., 2008, Shephard, 1997) – Games with rules – Piaget’s concrete operations

Kindergarten/Primary: Issues (cont) Promoting recess – Educate administrators by providing articles about the importance of recess – Help families/other teachers understand by describing social/cognitive benefits – Provide in-class recess – Write letters/opinion pieces – Don’t be afraid to speak out often

Kindergarten/Primary: (cont) Children with special needs – Involvement and assistance are essential – Children must be able to use the available equipment – ADA awareness/compliance Equipment and its organization – Consider games-with-rules play type – Space, storage, structures, accessibility, options, covered patio