Exploring the Use of Outdoor Play to Support Children's Development in a Nursery in East London - Essay Example

?Exploring the use of Outdoor Play for Children in a Nursery in East London Literature review Introduction A child develops by addressing both his needs and desires as well as adapting to his surroundings. A large part of the child’s development is channeled by way of schools both at the early and later years of education. The emphasis on the correct mode of teaching, thus, carries with it an intrinsic requirement to address both the physical needs of the child as well as his mental needs which together contribute to proper growth and development. It makes sense, then, to incorporate Outdoor Play as part of the teaching as it is necessary to develop the physical attributes of the child. Bruce (1998) suggests that Outdoor Play allows a child to exercise what he has learnt and apply his teachings practically and develop not just physically but mentally and spiritually as well alongside employing the practice of making his own decisions. These are characteristics that are vital to his growth into adulthood. Children do not individualize the various academic subjects as effectively in their early years from birth to eight and tend to learn best when allowed to integrate all aspects of learning into one. Eden (2008) likens play to an experience of pleasure (p. 50) which allows a child to develop independently and in an environment he enjoys being in. According to her, play helps a child symbolize and build relationships which is a process intrinsic to the development of language (p. 53). She emphasizes that while primary and secondary education are important, neglecting the early years is simply not an option and play tends to be the best way of enriching that level. Faegre, Anderson and Harris (1958) provide buttressing arguments to the same, acknowledging that a child groomed by varying and encouraging methods of outdoor play helps improve their decision making and mathematical skills along all years of development from birth through to college. According to them, the profound effects of enhanced Outdoor play allows a child to develop progressively in not just their physical attributes such as diet, combating illnesses and clothing habits but also allows them to indulge in self-discipline which is the core feature of adulthood moderation. Of course, this does not take away from the importance of family but highlights how Play is essential to the upbringing of the child. Play: A Historical Perspective Traditionally, Play has been a major part of early development highlighted by the concepts of camping with the family and playing in the park in the early years. The weight of play can be traced as far back as Plato and Aristotle. Plato highlighted the fact that Play arouses and enhances a child’s curiosity and is an essential part of his development primarily because of that self-defined interest in the nursery years (3-6). According to Plato, a child’s development can be deemed into stages all of which have to be complemented by their own version of Play as according to him, a child learns most effectively amongst an environment he likes to be in. It was important to hone the child’s moral standards by teaching him tales of virtue at an early age (Frost 2010, p. 10) and at the nursery stage (3 to 6 years) such teachings were to be engulfed in Play as nursery formed the most important part of education (Plato 1952, cited in Frost 2010, p. 10). Similarly, Aristotle agreed with Plato’s theories and insisted that the first five years were dedicated to Play in order to offset any bad habits that a child may be prone to develop. He similarly believed that a child must find amusement in what he does and the best way to arouse his interest in education was through Play. The medieval times did not consider childhood as a separate stage of life but considered all children to be young adults, a notion that lasted until the end of the Middle Ages (Frost 2010, p. 13). When childhood surfaced as a separate stage of life in the 19th century, scholars of late followed through with similar abbreviations of Play, largely agreeing to the theories put forth above. Virtually all of them, including Froebel (1898), Piaget (1962), Vygostky (1962)1 and Tremblay, Haapasalo & Masse (1994) consider outdoor play as an important part of childhood. Their accompanying theorists included Rosseau, Pestalozzi, Smitch, Rachel McMillan and Margaret McMillan who considered the exploratory nature of outdoor play as a specific tool that encourages interaction with nature, elucidating concepts of fresh air and contributing to “large motor play” (Wellhousen 2002). Friedrich Froebel’s (1898) assessment on nurturing the child’s spiritual awareness and growth by the use of outdoor play saw widespread recognition throughout the world and continues to be followed in practice today (Herrington 2001). Froebel’s theory indicated that a child’s experience with the outdoors such as the backyard or garden helps to bring him at one with nature. Thus, playing in the garden carries therapeutic values which can be interpreted by the children’s senses in spiritual and developmental ways contributing to the health of the child. Similarly, Margaret Mcmillan developed theories on nursery level Play, as evidenced by Bradford Education (1995). According to her, the garden was a great place to nurture sensory perception and educate them about their behavior and the influence of nature on them. It was in this garden that she sought to discern the implications of various benefits obtained by nature such as the physical development resulting from outdoor play, resting in the shade provided by a tree or obtaining vegetables grown in the garden. Steedman (1990) observes that these elements of the garden are of particular relevance when concerning the early development of children from middle and lower classes. Susan Isaacs also observed the effects of the interactive nature of the environment outdoors for growing children between the age of 2 and 8 (Drummond 2000). Isaacs considered the effects of a resourceful outdoor experience in a city school on the development of children for complex childhood beliefs such as their perception of death and interaction with animals and observed that children’s belief system was buttressed by their probes and experiences gained by themselves in exercises conducted outdoors. It supplements the notion that early childhood outdoor play greatly replenishes the cognitive abilities of a child as he develops throughout his early stages. Vygotsky (1986) states that play assists the development of cognition in the same way as academic teaching. This theory is slightly different to that of Piaget who coined the notion that play in early education only exhibits a practice of what has already been learnt rather than instigating new ideas and provoking original thoughts. Vygotskian theory is more in line with contemporary knowledge regarding children but elements from both theories can be evidenced in Play. Thus, the scholars, especially Froebel and McMillan (Thomas & Harding, 2011, p. 13) along with Piaget and Vygotsky have largely agreed that outdoor play in nursery education carries with it an element of necessary implication without which effective first hand experience is not guaranteed. These theories have resorted to a shift in the paradigm of early education in the UK leaning towards a balance between academic and first hand Play (Lindon, 2001, p. 125). Most Kindergarten and middle schools tend to be perfectly aware of the importance of the outdoor play and realize the need to maintain it as part of classroom activities instead of being treated as a surplus (Esbensen, 1987, p.10). Even Article 31 of the UN Convention on the Rights of Child recognizes Play as a right of the child (Eden 2008, p. 7). However, in the context of UK, the contemporary meaning of Play has taken a different shape from its original interpretation. The concept of Play took a sideline since the 70s as fears started to surface regarding the disruptive nature of teamed outdoor play, the growing emphasis on studies, and the increasing concern for safety (Lindon 2001, p. 86). Play was left to develop in the elementary stage (6 to 18 years). Thus, Play began taking place as a separate controlled activity in recess as a break from the regular exercise of academic teaching. How Outdoor Play Assists Child Development Much of the cognitive development of the sensorimotor stage as well as beyond is enhanced by Outdoor Play. Perry (2001) describes outdoor play as an arrangement where a child may be allowed to conduct uninterrupted independent activities which contribute to his social, cognitive, and physical skills that factor into his later development. Other theories outline similar descriptions. However, a well defined approach for play may not be the correct way of assessing the term as it constitutes a stage in development which is individually characterized by nature. Outdoor play theories must be part of a multi-faceted approach (Frost et al. 2008). This notion was adhered to by Stevenson (2003), whose research focuesd on the ethnographic findings obtained from a study of children conducted at the hands of 2 early-years centers. It was observed that children have a natural tendency to engage in behaviors outside the norm, contributing to the risk factor similar to the one that promulgates uninterrupted outdoor play. This was understood to be compulsory for age appropriate development. Undertaking maneuvers out of the ordinary effectively contributed to their cognitive development in so much as teaching them to handle and overcome fear. Edgington (2004) attributed teachers as one of the primary driving forces of playground activities for the early stages characterized by children between Three and Seven years of age. This is in line with Piaget’s theories, projecting the ideology of controlled involvements by the adults during play. This involvement has the potential of expanding a child’s cognitive abilities greatly, provided it is exercised with care in order not to overshadow the child’s lead in the activity itself. Thus, what is needed is firstly, an Enabling Environment that promotes thought and self-actuation of interest by the child. Secondly, adult supervision and control on a knowledgable level is required to ensure that the disruptive nature of Play and competition between children can be avoided. Thirdly, the child’s interest has to be nurtured and supported in a meaningful and concertive way without encroaching on their independance (Magraw 2011). Such steps would promote development in line of Piaget, Vygotsky, McMillan and Isaac’s theories that instigate onneness with nature, reflect on the teachings already gained, promote creative thought and exploration as well as enhance the spirituality of the child. Physical gains are all but a necessary consequence of outdoor play so that is automatically factored in. Some theorists went as far as treating it unnecessary to teach children in well defined rows in classrooms (Froebel 1782 cited in Pound 2005). Social development was attributed to free play by Froebel, who suggested that activities such as those would allow a child to develop cognitive and social skills in order to become better fit for the society. As already noted, McMillan and Isaacs resounded the same beliefs by favoring the utility of the garden which, in the contemporary day and age, is also adhered to by the bodies of Early Years Foundation Stage, The Children’s Society and Ofsted. The Practice Guidance for the Early Years Foundation Stage (2007) stipulates a requirement of a compulsory outdoor play area for children, placing a requirement on the practitioners to devise effective physical and exploratory exercises that may be incorporated into Outdoor Play routines. In addition, the Childcare Act 2006 makes it imperative for nursery and early years instituitions to meet the academic and play requirements of the Statutory Framework for the Early Years Foundation Stage. All these steps together provide ample avenue for the child to pursue his interest based Play activites outdoors. Perceived Benefits of Outdoor Play Outdoor play has several key benefits (Wellhousen 2002) already outlined by Froebel, McMillan, Vygotsky, Isaac etc in their respective theories. Along with physical gains in terms of better digestive tracts (Lindon 2001) and agility, it also promotes spirituality, independance, critical thinking and a greater relation with nature. It builds relationships and cultivates the social culture within the mind of the child as he plays with others and explores various new ideas at the same time. In judging its importance, Play may be likened to work for children (Faegre, Anderson and Harris 1958, p. 214). Building of strength, speed, positivity and energy are some of the long term benefits of Play and in some countries, such as Denmark, Play is regarded as the first and foremost step of learning in the process and academic and mathematical skills follow much later (after the age of 6). Through outdoor play, the child learns to adapt to his surrounding culture in spirit, relationships and creativity (Eden 2008). Proper engagement in Play at an early age improves the child’s level of competence throughout the “cognitive, psycho-motor and socio affective” (Wood and Attfield 2005, p. 107) learning perimeters. Challenges for Outdoor Play In today’s metropolitan cities, the concern of parents, teachers and administrators alike is to design playgrounds and outdoor gardens to provide greater visibility, ease of monitoring, and plenty of barren space to host a large number of children while allowing for easy administration of their activities. This has more than often resulted in the discontinuation of school outdoor spaces designed around the needs of the child in favor of the needs of the school and the guardians, so that the grounds lack the stimulus necessary to engage an inquisitive mind (McKendrick, Bradford & Fielder 2000, Cheskey 2001, Malone 2003). This tendency of devaluation of outdoor play originates in the lack of understanding emanating from the administrative culture of schools, which routinely consider play as a break from the children rather than an engaging exercise on its own, as noted by the developmental theories of Roger Hart. There is little in the way of practical application of Froebel’s projected need of interacting with elements of nature, or providing McMillan’s engagement with a diverse range of outdoor resources, or simply producing involving and thought inducing playgrounds which form a developmental need that often goes This change in the contemporary design of outdoor play is largely due to the urbanized perception of playgrounds most parents and educators grew up with. Experience has taught them that the norm for a children’s playground revolves around the presence of a monkey bar, a sandbox and a paved floor dotted with other fixtures. The concept of being one with nature as accorded to Froebel’s theory of childhood development has had little contemporary relevance ever since the shift towards more urban localities in the late 1900s (Chawla 1994). The historical rendition of outdoor play being characterized by a friendly game of hide and seek in the bushes, a walk through the forest or an exploration of one’s own backyard has been subsided by growing concerns of parents to place children in more controlled environments in order to preserve their safety. Clements (2004) found that about 82% of maternal concern arose out of fear of security for children between three and twelve years old. This prevented mothers from allowing their children to engage in developmental activities outdoors unaccompanied. A growing urge to control and guide one’s offspring has also factored in so that children in the UK are often subject to strict guidelines regarding their course of life especially in their early ages, keeping them from engaging in self improvised outdoor activities on their own (Moore and Wong 1997). It is observed that a historical and more traditional approach needs to be adhered to as a complete curriculum for children of a young age (Bruce 2005). However, caution is to be advised when considering the application of research on education theories regarding nursery children from a certain era, as time and culture differences are important factors influencing each generation, thus, a curriculum centered around outdoor play might affect the children adversely if consulted without the status quo in nursery schools (Wood and Attfield 2005). Moreover, leaving the children outdoors completely on their own may not be the optimal way of handling their play sessions (Woodward and Yun 2001). A study showed that uninterrupted outdoor play may not necessarily result in greater development of gross motor skills, as a large percentage of sampled children did not exhibit the skills pertinent to their age (Garrick 2009). Piaget’s theories support this notion of parental or staff involvement as well when concerning the role of outdoor play in cognitive development. According to Piaget, the child was a young explorer and his learning began in his very early stages of life, so that the parents role became that of a guide who maps out the child’s progression while directing his knowledge to him (Raban et al. 2003). Thus, nursery education outdoor play is greatly influenced by the staff and the involvement of the parents. This attribute of teachers, educators, and parents alike has a delicate balance which practically, not all practitioners are wary about. It has been observed that this knowledge is unbeknownst to some administrators, who may be reluctant in learning the same for lack of time, planning or availability of knowledge (Adams 2005). Such planning, while practically applicable, is often subsided for a more academically prone curriculum that aims to seek certain preset targets which the administrators are pre-assigned. More often than not, this complicates any chances for introducing an outdoor activity that is planned around assisting a child’s development in terms of inciting his explorative side. As a result, the coursework takes the blunt force of the entire curriculum and outdoor play simply serves as a break because of official requirements of documenting a child’s academic progress. Conclusion It can be easily deduced from the literature cited above that the presence and application of Outdoor Play is intrinsic to quality nursery education and while the concept fluctuates in practicality, its historical position remains unchallenged. The leading theorists continue to support the notion that Outdoor Play is an essential tool in developing the learning and social abilities of the child, both of which have taken a recent hit on account of safety concerns and an increased emphasis on academics. This emphasis calls for a study to pursue a drive back to the original standing which ranks Outdoor Play as a crucial element of Child development. Methodology Research Setting The research is based on a case study of a children’s center called Children’s Gardens to examine the perceived benefits of Outdoor Play for children of early years and what role the practitioners demonstrate in the achievement of those benefits. This setting caters to children between the ages of 2-5 from a diverse range of ethnicities. The place provides ample outdoor garden space designed to enable children to engage in physical activities. The nursery is strategically situated close to the University of East London which allows parents to leave their children with the nursery while they study there. Research Paradigm In order to procure qualitative data for the proposed research, I derived 6 primary points of interest in accordance with which the study was to produce a qualitative conclusion. The study was conducted in a children’s center in East London called Children’s Gardens with the help of face to face interviews with focus groups of teachers and coordinators. The 6 points of interest were: Is Outdoor Play a significant part of the curriculum? What resources do you make available for your children to engage in? How is the children’s involvement in Play monitored? What effects are observed in active and inactive children? Is the use of Outdoor Play adequate in your opinion? Do teachers consider designating a time for Play to be a restriction or the correct approach? MacLeod-Brudenell (2004) lists the requirements of a qualitative paradigm in such a way that it must necessitate the inclusion of a study based on a designated environment which consists of subjects, their actions and the effect of their actions, and a derivation of a subsequent conclusion. However, the disadvantage of qualitative research of this kind pertains to the possibility of inherently producing data intensive observations that may contribute to complications and thus produce obscure results (Merriam 2009, p. 8). To contrast this, the present research would utilize empirical evidence obtained via questionnaires and face to face interviews which involve both personal views of the participants and observatory recordings. Research Strategy A research of this kind is not designed to provide empirical evidence of a conclusive nature but is designed to project a better understanding through qualitative research, which can later be used for a practical assessment of an original theory. The study was conducted in a school from the East London area in order for continued relevance within the city of London, results from which would be closely related to other metropolitans in Europe. Be that as it may, the relevance of this particular research is not immediately conducive to the overall importance of Outdoor Play as this is a case study, and its results are to be taken in the specific context of the actual children being studied (Gerring 2007, p. 20). Data Collection The case study focuses on a sample of kids from a nursery in East London namely Children’s Gardens in order to determine whether the theories relating to children’s participation in outdoor activities were being put to practice and the effect, if any, that might be observed in them as a result in a UK school. The data would also determine the importance given by teachers and administrators to the concept of Play as part of a child’s developmental process and the extent of their involvement in the child’s Play time and its consequent effects. The research methods used included face to face interviews, the monitoring of data already recorded by the practitioners at Children’s Gardens and the data collected via questionnaires. Thus, the approach taken was interpretive in nature. The primary methods of data collection were questionnaires and face to face interviews which then formed the gist of the interpretive (qualitative) approach. Creswell (2003) describes a qualitative researcher as a person who indulges with his participants in such a way so as to avoid any apprehensions of the study on their part while pursuing his original goals. When dealing with children, it is important to be able to communicate with them at a level they understand. While the crux of the data monitoring was done at the hands of the practitioner, listening to the children provided an inside angle of the social and cognitive developments they underwent. A standard form questionnaire was derived for practitioners and teachers alike while direct observation of children’s activities was also done at the playground and in class. In total, 25 questionnaires were distributed amongst the participants who were chosen on the basis of their involvement with the children and their willingness to participate. The minimalist design of the questions allowed for straight and informative answers on playtime allotted per week, personal knowledge of outdoor play, and the observed changes in children’s development amongst the entire batch through the years. The questionnaire, however, is an inherently slow mechanism of collecting data. To counter this, the questions were designed to be as simple as possible and the wording kept as precise as needed to reach the objectives of the collection. However, precisely worded questions are reciprocal to the amount of time required to answer them. In order to offset that, the participants were required to submit the questionnaires after a set duration. However, this duration was allowed to be flexible as I did not want to inflict a sense of urgency on the participants. The questionnaire is an overall slow method of data collection but confining the answers to a number of choices helped alleviate this disadvantage and keep participants from losing interest as well (Denscombe 2007). Also, the participants must not be fatigued by the questionnaire. For this reason, its length was kept purposefully in check as an exceedingly long questionnaire runs the risk of becoming a tedious task for the participants and thus may not produce accurate answers (Denscombe 2007). Working closely with the participants also leads to more coherent and data rich conclusions (Robert-Homes 2005). It must also be noted at this point that a researcher’s involvement must only be enough not to dissuade him from his objective thinking. Face to face interviews were also conducted with both the practitioners and teachers, as they were the two prime participants that catered to the development of the child. A structured approach is relevant in this regard as the matter is of grave concern to future educators, thereby increasing its relevance to the academic world. The data thus collected is fast, coherent, and easy to interpret. The questioning done by the researcher in such a case is precise and to the point, which leads for little improvisation at the hands of the interviewee. This may inhibit them from adding relevant content in their answers for fear of swaying from the topic. Shorthand was used to record answers in bullets which were later expanded in a computer. The benefit of this procedure is to keep from having to resort to a large device such as a laptop to record answers directly during the interview. In most cases, the answers can be verified via the shorthand stipulations by the interviewee before they are fed into the laptop. The only downside is the apparent time it takes to record long answers. Ethical Consideration Introduction A matter of primary concern when conducting research that involves primary education and children is the issue of ethics. When working with children, several ethical considerations immediately surface such as those dealing with the fluctuation in maturity levels between adults and children (Morrow and Richards 1996) and the effective controls in place that regulate listening to children and developing their answers in a way they themselves quote in accordance with the Children Act of 1989. The Act works in tandem with social agencies that protect the interest of children. Informed Consent of Participants For children of the age group of Nurseries, the consent of parents is also required and thus the practitioners, parents, and the children themselves are subject to informed consent so that before the study begins, each participant must be fully aware of the nature of the study and the aim of the research in question (Blaxter et al 2001 cited in Bell 2005). This also implies that their participation must be free of any apparent coercion and completely voluntary at the behest of the participants. In order to achieve this goal, the participants must be free to question the legitimacy of the research and understand its pros and cons before it begins. The researcher must provide all details with regards to the nature of the research and the aims he hopes to achieve. Moreover, a written agreement at the start of the process would be utilized in order to enforce the voluntary participation concept while doubling as proof of legitimacy of the research. Confidentiality and Anonymity The issue of confidentiality and anonymity is a social concern for each individual and is thus subject to personal prefereence. However, ethical concerns require that all participants are made conversant with the current However, respect for the rights of every individual for privacy would still require asking the participants regarding this matter. Furthermore, participants have to feel comfortable in giving feedbacks, that they may prefer anonymity. For example, school curriculum might have to be criticised; for this, teachers may not want to openly comment because this would reflect more on the school administrator. One more thing anonymity can be hardly assured in qualitative research given the closeness and familiarity of the researcher with the participant. To compensate this objective limitation of the research paradigm, a high degree of confidentiality has to be achieved (Henn, Weinstein & Foard, 2006, p. 85). To ensure confidentiality a written non-disclosure agreement shall be signed between the researcher and the participants. Because the primary participants of this study were children, listening to their voices becomes an ethical responsibility. Any research involving children makes it mandatory for the children to be interpreted by any means via which they communicate since children of a young age are expected to undergo a wide variety of communicative dispositions (Malaguzzi 1996). Listening to them furthers the notion that the children should have an effective say in their own education in order to pave way a more cooperative future, especially in the U.K. Dogma created for educational research makes a few steps mandatory. The Data Protection Act (1998), for example, makes it imperative for the collectors of data to let their participants know when and if the data might be made public at the very beginning of the research study. The Children’s Garden in East London serves as an exemplary school that promotes outdoor play and inquisition at the hands of the children up to an age of 5 years. The classes were not established in a non-traditional setup of rowed chairs but in the more children friendly spaced out variation which, to the administrators, is a more inviting setup. Children are separated by age groups between 3 months old and 5 years of age. Each teacher serves as a qualified member of the staff and attends to the children in groups and participates in virtually all activities. The school uses the Montessori method to impart material knowledge through individual attention to young students. The outdoor area also forms part of a monitored environment where the children are kept under observation throughout their play time while individual thought is promoted in accordance with the Early Learning Goal of social, physical and mental development. 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