Enabling Environments Session 6

Enabling Environments Consider….. Should play and leisure environments serve the needs of the child rather than the needs and expectations of the adult? What real choices are offered to children and young people in their everyday play and leisure activities? achieving an end result? How flexible should play and leisure be, with regard to offering freedom of movement and expression? (Brock et al 2009 p.11)

Packer-Isenberg and Renck-Jalongo (2001 p.288) Design of the environment that responds to; Children’s diversity and cultural backgrounds? Interests and needs? Ability levels ? Challenging gender stereotypes? Think…. What would happen if you set up a neutral area, where you would put toys/games/equipment that have no known gender bias, then put lots of pink around? Who would play there? Put it away for a few weeks then bring it back surrounded by blue. Would the same children play there?

Packer-Isenberg and Renck-Jalongo (2001 p.305) It appears adults have an important role when selecting the layout of the environment and appropriate materials and equipment as “the play materials children use can either enhance or hinder children’s play.” ‘Convergent’ materials, such as worksheets, which suggest a prescribed or correct use with little opportunities to develop original thinking. ‘Divergent’ materials such as sand, water, clay which can lead to a range of responses and numerous uses.

Reviewing the environment Watch the following video http://www.tes.co.uk/teaching- resource/Enabling-Environments- 6045810/ Think about the layout of the environment in this setting? How do you think this might affect the children’s future play and leisure activities?

What is outdoor play Outdoor play and learning is used here as an ‘umbrella’ term to cover a range of children’s experiences in different outdoor locations (Waller, 2009) As Waite, Davis and Brown (2006) point out, outdoor learning is not a single entity but comprises many different sorts of activity with distinct purposes. Natural ‘wild’ environments

Why is outdoor play important Declining and restricted opportunities for outdoor play due to: rise in traffic greater institutionalization of childhood Parents’ safety fears (‘culture of fear’) far greater use of adult controlled and structured space. (Burke 2005)

Why is the outdoors an enabling environment? How does it differ to the indoor environment? Tovey (2007: 37-38) “Some learning can only happen outdoors…….” “Outdoor play is about potential, and words such as ‘opportunity’ and ‘scope’ are important here.” Why do you think this is the case?

Outdoor play Watch the video of children playing in a forest school How do the practitioners provide a satisfying range of physically challenging experiences? How do they juggle the requirement for safety with the need for children to have physical challenges? If children do not confront and conquer risky physical activities what are the longer term implications? (Stephenson, 2003: 39)

Useful references Armitage, M. (2001). ‘The ins and outs of playground play: children’s use of play spaces. In, J.C. Bishop and M. Curtis Play today in the primary school playground. Buckingham: Open University Press. Bilton, H. (1999) Outdoor Play in the Early Years: Management and Innovation. London: David Fulton. Burke, C. (2005). “Play in Focus: Children researching their own Spaces and Places for Play.” Children, Youth and Environments 15(1): 27-53. Available from http://www.colorado.edu/journals/cye/. [Accessed 7 July 2005]. Casey, T. (2007). Environments for Outdoor Play. A practical guide for making space for children. London: PCP. Cole-Hamilton, I. and Gill, T. (2002). Making the case for play: Building policies and strategies for school-aged children. London: National Children’s Bureau.

Useful references Durant, S (2003) Outdoor Play. Leamington Spa: Step Forward Publishing. Fjørtoft, I. (2001). “The natural environment as a Playground for Children: The Impact of Outdoor Play Activities in Pre-Primary School children.” Early Childhood Education Journal 29 (2) Winter: 111-117. Little H. (2006) Children’s risk-taking behaviour: implications for early childhood policy and practice. International Journal of Early Years Education 14 (2): 141–154. Sharp, R. (2004) Risk in outdoor education. In, P. Barnes and B. Sharp (Eds.) Outdoor education. Lyme Regis: Russell House Publishing. Stephenson A. (2003) Physical risk-taking: dangerous or endangered? Early Years 23 (1): 35-43.