#outdooplay

Overcoming Barriers in Nature-Based learning

Misperceived barriers or challenges of outdoor play has contributed to a shift in the learning for children. It has kept learning indoors, inside your typical ‘four wall classrooms’. A number of barriers identified include:

●     Fear and concern about health and safety

●     Shortages of time, resources, and support

●     Space

●     Teachers lack confidence in teaching outdoors (The Outdoor Playbook, 2018).

In order to move away from the perceptions, a change needs to be made in the teaching of children and that begins with transforming the mindset from barriers to benefits. Children require environments that allow them to engage in adventurous, challenging, and even risky play. Risky play helps children: learn about the world around them, test out what is and isn’t possible, learn from making mistakes and also discover their surrounding environment. Instead of viewing risks as a danger that needs to be avoided, it should be viewed as something to be managed (Dietze & Kashin, 2018, p. 132-133).

Children having enough time to play outdoors should be considered as a right, one that is paramount to a child’s well-being and development. Children need both the time and opportunity to be outdoors alongside adults who support their exploration and curiosity which in turn helps them to develop ecological identities (Dietze & Kashin, 2018, p. 8-9) As children connect with the world around them, it provides them with the opportunity to have new experiences with their peers, materials, and communities.

Small places are better than no spaces! An educator can use small areas for activities such as “micro hikes” and “mini gardens” (Pathways to Play, 2018). Another option are pop-up spaces, which can be started anywhere in the community. It shows that outdoor spaces can be modified for children, allowing them the ability to experience open-ended play in everyday places (Dietze & Kashin, 2018, p. 173).

According to the Code of Ethics and Standards of Practice, high quality early learning education is supported by the relationship and collaboration with families, colleagues, and community partnership (Code of Ethics, 2017, p. 14-15). Teachers can increase their confidence and experience by taking advantage of team teaching. A lack of confidence can also be the result of limited training. Teachers in need of further training can thoroughly benefit from outdoor play and in turn, gain confidence in implementing activities within the curriculum.

References:

Dietze, B., & Kashin, D. (2018). Outdoor and Nature Play in Early Childhood Education, Pearson Canada.

College of Early Childhood Education. (2017). Code of Ethics and Standards of Practice. Retrieved from

https://www.college-ece.ca/en/documents/code_and_standards_2017.pdf

Pathways to Play. (2018). Overcoming Nature Play Barriers. Retrieved from https://www.speakcdn.com/assets/2332/aza-final.pdf