Learning experiences outdoors : using a story to implement and evaluate children’s play in early years

Abstract

This study was conducted to examine young children’s outdoor play experiences at school. Aware of the benefits of outdoor play, Burdette & Whitaker (2005) claim that, early years practitioners should make up for the lack of outdoor play experiences by incorporating it in the curriculum. This study sought to identify whether the quality of outdoor play activities children were exposed to allowed for decision making, problem solving and children’s development of their own capabilities opportunities (Ambrose & Armstrong, 2009). The data for this study was collected by conducting five observations in two Kindergarten II classes, and consequently implementing a programme of five open-ended outdoor play activities with one of the classes. The data was collected through: observations, field notes, interviews with practitioners, and conversations with children. Photographs were another important tool of data collection used to capture the children’s engagement and development during the activities. The findings illustrate that young children’s outdoor play in local schools is limited in time and quality. Frequently it is relegated to break-times and highly adult-structured Physical Education lessons. Contrastingly, our study, through the programme of five open-ended outdoor play activities, highlights the holistic developments and skills that children are exposed to.