1. AGENDA 10/30/18
Assignment #1: Observation due on Canvas by November 6th
Meet with your Learning Center Group to plan
Share something good that happened over the weekend
Pass around question brainstorm for today’s speaker
Speaker Series continues today!
Review Chapter 10
Growth Mindset Activity

2. Chapter 10: Planning the Physical Environment: Outdoors
Teaching Young Children
Fifth Edition
Michael L. Henniger
Developed by:
Dr. Marini Smith

3. Goals: Chapter 10
Gain knowledge of important planning guidelines for quality outdoor play spaces
Get ideas for creating a variety of outdoor play areas
Develop an understanding of elements needed for infant/toddler playgrounds
Address components of quality preschool playgrounds
Study what is needed for developmentally appropriate playgrounds for kindergarten and primary children

4. Importance of Outdoor Play
Over 75% of college students’ memories of favorite play experiences were outdoors (Henniger, 1994)
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

5. 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

6. Planning Guidelines Basic considerations
Located next to the indoor setting
Include sand, water, and plant life
75 sq. ft. 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

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

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

9. 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)
VIDEO: Engaging Children in an Outdoor Environment

10. 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

11. 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

12. Planning: Health and 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

13. Planning: Health and 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 area
Teach behaviors – interact with children
Inspect equipment

14. Outdoor Play Areas Transition Manipulative/Construction Dramatic Play
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

15. 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

16. 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

17. 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

18. Kindergarten and Primary Playgrounds
Issues surrounding recess
Since late 1980s, trend toward less recess for more academic instructional time
20% of schools (United States) have decreased recess
7% 1st graders, 8% 3rd 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

19. 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

20. 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
VIDEO: Inclusion at Grand View Elementary

21. Sketch It!
Join with your 3:00 partner:
Using the guidelines for playground planning found in your text, plan and then sketch an exciting playground for young children.

22. Summary Planning Guidelines Outdoor Play Areas
Infant/Toddler Environments
Preschool Playgrounds
Kindergarten and Primary Playgrounds

23. Strengthening Your Growth Mindset

24. How do you feel when you have to do something difficult?

25. Do you remember what the term Growth Mindset means?
Do a round robin with your table for two minutes with each of you defining in one or two words what Growth Mindset means.

26. CHARACTERISTICS OF A GROWTH MINDSET
• The human brain acts like a MUSCLE.
• When you learn, tiny connections in your brain (NEURONS) multiply and get stronger.
• Things that seemed hard at first later become easier.
DON’T GIVE UP!
• You can make your brain STRONGER by learning new things (ex: learning new skills, language, etc.)

27. How does growth mindset help us do an activity that is difficult?
Take 30 seconds and talk to your shoulder partner about an activity or subject that you find difficult.

28. Growth Mindset Rules Learn, Learn, Learn Work Hard Effort Is Key
Learn From Mistakes

29. You Can Learn Anything

30. What mindset do you want to have?
I can’t do this, I’m not smart enough.
I may not know this now but if I keep trying I will do it.
Fixed Mindset
Growth Mindset

31. Let’s See if We Get the “Point”… Please pair up with your 3:00 partner.
Toothpick geometry

32. Discussion How did you feel before you started this activity?
What did you feel and say to yourself during
the activity?
How did you feel and speak to yourself after
• Did your mindset change at all during the

33. I Will Win