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How Much Time Should Children Be Given to Play Outside?

Play for children should not be determined by time, instead it should be reflected upon. In fact, consider this: are my children given the opportunity to be their creative and imaginative selves through play? Without opportunity, there is no “how much time” should children have to play outside. In today’s society, we are observing an exponential growth in young children from birth to five years with the possession and obsession of iPhones, Tablets, and TVs. It has become detrimental to our society, particularly hindering in the healthy development of children. These addictive devices are given to children for reasons such as to keep them quiet, to not be interrupted, etc. at locations such as malls, grocery stores, and even at homes. What happened to inviting children to have the opportunity to help you count money at the checkout or assist you in crossing items off the grocery list? These are the approaches that need to be reinforced back in our mindsets when handing a device to our children.

Countless of researches have argued the statement: Screen Time impacts children’s development and admittedly they’ve been proven to be correct. Cassandra Szklarski, author of Canadian Presspublished an article on Global News (2017), and states: “Excessive screen time before age five is linked to language delays, reduced attention, and lower school readiness”. Now in today’s society, references to “screen time” are now qualified as “sedentary screen time” due to the fact children are on their device’s morning and night, instead of given the opportunity to play outdoors. Nonetheless, screen time has become an increasing concern for children’s healthy development. More than half of preschoolers aged three to four exceed one hour of screen time per day. The vicious spike has evolved into its own phenomenon, leading to coining a whole new term: sedentary screen time.

Parents and schools are the root to the lack of exercise children are getting. That is (1) parents concern of their child’s safety and (2) children are spending more time in indoor classrooms than acquiring the exercise needed. Keeping children indoors and avoiding “risks” is only putting a negative impact on children’s health. That too goes for the supervision parents keep on their children. Parents should invite children to engage in adventure and partake in risks. They’re only benefiting from these open learning experiences. Children thrive when they’re given the trust and opportunity to explore, run wild, and be imaginative. The outdoors is where children can be expressive in all forms: body, mind, and senses.

Sources

Jean Piaget, constructivism theorist.

Why we need more Forest Schools! 

Importance of Outdoor Play Pt. 2

My first post regarding the importance of outdoor play focuses on how children can benefit from outdoor play from a general aspect. This time around, I decided to address the importance of outdoor play in a fun and visually appealing way. When it comes to learning, it can be done in a variety of ways such as visually, verbally, physically, and much more. Infographics are an effective tool used to get messages across. They are eye-catching, rememberable, and easy to understand. For that, I decided to create an infographic that centers on the importance of outdoor play and how it impacts a child’s development in all four domains: physical, cognitive, social-emotional, and language.

To download a copy, click the link below: 

The Importance of Outdoor Play

The natural environment allows children to explore their whole selves and learn in all different areas. It gives children the opportunity to control and direct their own learning, having teachers facilitate their learning when necessary in support of the children’s discovery and interests. Nature’s Classroom- Forest kindergartens in the Tennessee Valley experienced the benefits first hand with ADHD children- children who struggled with focusing their attention on a task were able to follow directions and focus their attention once outdoors. The outdoors brings excitement to all children and before we know it children are learning independence, social cooperation, problem-solving, and much more.

References

Nature and Forest Schools are a social movement brought together by people who get together on shared ideas, designed to bring a change to outdoor play and natural experiences for children’s learning and development (Kashin, 2015). The movement first gained momentum from Scandinavia and the U.K, expanding over to Korea, Australia, and beyond- including Canada (Child & Nature Alliance of Canada, 2018). Continuing its growing movement, FNS begins and ends their day outside the classroom, giving children the opportunity to learn and grow on long-lasting connections with nature. Children are at an advantage when they’re surrounded by woods, forests, and mud as it builds: confidence, social skills, motor skills, ecological identities, self-regulation, and attention (Forest and Nature Schools in Canada, 2014, p. 16).  At FNS, opens safe risk play to explore, build, create, imagine, and use their senses to experience the outdoor environment and engage with one another (Kashin, 2015). Children are competent, curious, and rich in potential. (How Does Learning Happen, 2015, p. 6).  

References

Child & Nature Alliance of Canada. (2018). Ottawa Forest and Nature School. Retrieved from

http://childnature.ca/ottawa-forest-nature-school/

Forest and Nature School in Canada. (2018). A Head, Heart, Hands Approach to Outdoor Learning. Retrieved from 

http://childnature.ca/wp-content/uploads/2017/10/FSC-Guide-1.pdf

Kashin, D. (2015, August 24). Forest and Nature School in Canada: Growing a Movement. [Blog]. Retrieved from 

https://www.yrnature.ca/forest_and_nature_school_in_canada_growing_a_movement\

Ontario’s Pedagogy for the Early Years. (2014). How Does Learning Happen. Retrieved from