Importance of Outdoor Play in Early Years - Essay Example

Importance of outdoor play in early years of the This research paper is on the importanceof outdoor activities and plays in early years of child development. It elaborates how the play is an important sector in child ability enhancement. In this research report, there is vivid explanation of the physical outcomes in child involvement, in the outdoor plays and their impacts in cognitive capabilities of a child. The educational benefits from outdoor play follow with a close study of different setups. Both qualitative and quantitative methodology is in the application, in this research. Interviews on children, parents, baby care centre representatives and educational and curriculum personnel are a factor to consider in this research report. All these interviews have again on perception of different groups of people on the quality of this main activity. Questionnaires have proper attention and the tabulation and analysis of results given a good concentration. The expectation on study result should be a complete contradiction of the null hypothesis. This should show proof that outdoor plays help build a positive influence on children lives in their early years of development. Proper conclusion and recommendation are also of consideration in this research report. Acknowledgements Special thanks to the supervisor for his unique assistance and support, advice, guidance and direction during the research process. In addition, much appreciation and remembrance go to the co-supervisors and members of the family for their full dedication and time. All the participants and respondents who had a positive contribution in this study are much appreciated for their ready response and honesty during the interviews and questionnaires. Much appreciation goes to positive critics for the corrections and constructive criticism during research time. Table of Contents 1.0 Introduction 1.1 Background information In early years, a child learns important life lessons. Sharing, fair play, communication, respect, and getting along with other age mates are some of these mandatory lessons. Child’s play in early years is not all about games and fun. There is a close link amongst social, emotional, intellectual and physical progress of a child (Knight, 2011). Much research has a full revelation that a good social reason and healthy development of across the child life spectrum is because of play intensity in early years. The benefits of this play are so impressive. Each day of life in early years of development should have a universal attitude on play elements. The education curriculum should have a strong teaching and learning foundation based on the value of play as part of learning the experience. Outdoor play stands out to be an important tool in the child development and education. Provision for an outdoor environment to the children in their early years assists them to have a satisfying and active life. Understanding on an experimental basis is also an achievement by outdoor plays through nature manipulation. A purposeful planning and educational implementation on child development has an impact in the infant’s life in its early years. In most areas, early childhood education is mandatory and calls for cooperation. Both parents and instructors should strategize on how to offer the child the best environment for growth. The focus on this research is to point out that, outdoor play and work are separate activities but can be integrated to maximize on child learning and development. A perfect example is oral language learning by play application to improve cognitive abilities of a child. Going to school marks a step in the growth, which enhances a social play and experiences, but any rules barring the play is a breach of child’s rights. In early years, classes there are different types of social play, which should all be off recognition and enhancement for child benefits. 1.2 Statement of the problem Thesis statement is “Outdoor games are an important part of child development in early years” 1.3 Primary Objective The research has an aim to examine the effects of the outdoor play on the early years of child development. 1.4 The specific objectives To analyze the quality of outdoor atmosphere in child at early years of development To investigate on the general purpose of play in childhood development To find out the ways to meet child’s needs on outdoor play 1.5 Research questions What are the benefits of outdoor games to children in early years? How do children utilize their outdoor setup in their early years learning? What is the value of outdoor nature school in the development of the child? How can the parents and teachers meet child’s need through outdoor play? 1.6 Statement of the hypothesis The hypothesis statement for this research report is a null type of hypothesis, which states that Outdoor play is not important to early years in child development 2.0 Literature review In early education years, there are various researches and theories in provision for the quality of outdoor learning. There is existence of outdoor nurseries and forest schools in the past. The current British curriculum has a space provision, which has a compulsory session for the children to choose either to have indoors or outdoors training. Due to staffing and space constraints in most training facilities, parents should be aware that outdoor play is a challenge. This limited outdoor play access can easily inhibit the early years of the child development. This is more pronouncing if the child prefers outdoor play for the practical new skills and knowledge sake (White, 2011). In the outdoor environment, children have the freedom from serious parental or tutor monitoring. This calls for risk taking in skill development and can lead to a talent discovery. Several researches conducted on similar topics advocates that nature and play experiences are goods steps in building a morally strong child. The theories stress about continuous engagement in outdoor play and nature for early years children developments. Studies have also had proof that children who grow in perfect outdoor play are always absorbing, active, and with a satisfying sight (Knight, 2011). Many reports from world forum for early childhood education and care prove that nature is very vital part of total child development with no considerations on problems, experience, and stage. Natural setting for exploration and play for the children produces therapeutic and complex children in comparison to weak children, which are technically in an enclosure. When an adult remembers significance in early years of development, the great moments are mostly in the outdoor play experience. The importance and the power of outdoor play and learning should never face underestimation. It should also have high consideration as a primary need for the children in their early years. 2.1 Types of play Both indoor and outdoor plays have several classifications in early years of child development. These are on social set up basis. The onlooker behavior constitutes of a play mainly on conversation or watching. A child can play in a passive mood by conversing with other children who have full engagement to active plays. The play where a kid plays alone has a name as solitary play. There is also parallel play where the young one plays amongst the group while engrossing into personal activity. The cooperative play constitutes of a group of children organizing themselves in the specific roles with target goals in their play. In material sharing during play, whereby the children do talk to each other with no coordination of play interests and objectives is associative play. Indoor plays put the respective child in an enclosure (White, 2011). This makes the child under improve in different aspects in emotional, social, cultural, linguistic and economic setup. This calls for good strategies to discourage the indoor play and encourage outdoor play. 2.2 Activities in outdoor play There are various activities to assist children engross themselves to outdoor plays. A nature walk is good to improve the appreciation of the natural environment by the children. They should be encouraged to hear, see, smell and even touch for experimentation and discovery sake. A sound discriminating activity can also be a source of listening walk. The sound of birds, passing vehicles, footsteps and wind can offer a fascinating experience as an outdoor experience. In this case, children can identify both soft and loud sounds as part of the play. Parachute games are the source of recreation. In all these activities, the involved party should give the children time and freedom to experience the joy of outdoor running and interaction with the surrounding environment. 2.3 Roles of outdoor play Research has a proof that outdoor plays have a great impact to a child well being and provides great assistance in a child’s early years of development. The child has an opportunity to experience activities in a large scale in comparison to indoor plays. An active child on outdoor activities has a better chance to have a strong physical growth and low health problems. In a recent child obesity era, the children should have provisional encouragement to be active in their early years. Outdoors play has many health benefits; it serves as a decrease to heart diseases, diabetes, and obesity risks and encourages the development by brain cell stimulation (Bilton, 2010). At the time of outdoor play, children have the opportunity to utilize all their senses. They categorically exercise all their five main senses. Touch, smell, sight and taste have services from children nature of curiosity. This freedom to interact with the surroundings excites, stimulate and develop child senses. Development of strength and coordination has a high exposure from body use. This is mainly by exploration, jumping, running and climbing. A self-esteem and physical image has a reinstallation in this child thus increasing healthier child image (white, 2013). Outdoor play brings a child to exposure of different choices dangers and risk in comparison to indoor plays. As they learn to avoid risks and harmful situations, children enhance a sense of responsibility. The teaching gives morals on how to be others keeper, appropriate dressing, and being safe from nature fluctuations. Appreciation of the nature and surroundings is also mandatory in outdoor plays. With proper environmental awareness, children can positively inculcate good environmental conservation techniques and self-appreciation to natural recreation. Introduction of a child to video and mobile technology does not help in brains strengthening. Involvement in the outdoor play through sharing, bonding, group contribution will help in brain, physiological and physical development of a child. Singing with the child would also develop linguistic skills. Children will also develop the ability to teach others through outdoor play demonstrations. There is also an impact of overall growth as the child prepares to welcome the outside world. Concentration and attention levels rise at this time. Parents should allow children to play to enhance creative, intellectual and emotional optimum benefits (white, 2013). 2.4 Choosing a perfect outdoor play environment A perfect choice of environment for the outdoor play for children in early years of development is a big and complex challenge. Many factors must be roots for considerations. The supervisions, different children, play necessities, safety and environmental fluctuations. These children experience low chances to explore the nature. Since this play is part of child growth, various steps must have reinstating for quality outdoor plays. Outside learning is also a good environment of choice by early childhood tutors for exposure. For the parents to make a choice of school for their young ones, they should have a scrutiny of outside space planning for outdoor activity gauge. Several factors also revolve around the choice of venue for outdoor play. The play area design, play equipment, safety issues and supervision are some of the main factors. The chosen ground should also facilitate all play forms in the prescription of age bracket. These types of outdoor activities should refrain from teacher-controlled atmosphere to non-academic play. 3.0 Methodology The research methodology entailed collection of data in three areas where young children had close consideration. An emancipator model approach was of importance in the research. The research was based on involving early growth practitioners, the nannies and young kids in kindergarten. The research was in completion in three locations including the households, Kindergartens and day care centers for the children. The study was mainly coalition based implying that participants were involved in the research process. Collection of data was made from the three different places to increase the credibility of the final analysis. The research data gathering using qualitative methods such as interviews, group discussions, observation of the children, visits to the locations and digital recordings was put into accomplishment. The data collection process revolves in three cycles. Cycle 1: This cycle involved collection of data from the practitioners in different parts of the country. The research involved a series of interviews done on six practitioners in different care centers and kindergartens. The process was done on practitioners to obtain more information of the recommended outdoor activities that the children should undertake in their early development. The practitioners are trained on child developments hence during the interviews, the following questions were very important. 1. What is early child development and how should it be of enhancement throughout door play? 2. Do the activities depend on the age of the child and are they suitable for all genders? 3. Who does outdoor early childhood outdoor activities influence the activity of the child in future growth stages 4. Do the early childhood outdoor play activities have any impact on the brain development? 5. Do early childhood outdoor play activities affect the social relations of the children with a given environment? 6. What are the outdoor play activities that enhance development of the brain and what is the appropriate time for conducting them? 7. Do you identify any differences in the child growth, in urban and rural setup? Furthermore, the practitioners were grouped so that they could improve the accuracy of the data; especially on the questions that emphasized on the impact of outdoor play activities on the child’s growth. The practitioners were supposed to have practiced in both urban and rural social setup. Cycle 2: This cycle involved collection of data in day care centre and kindergartens. The process was mainly on onsite visits basis and observation of the children’s behavior. The process also involved interviewing the caretakers in the specified centre. This stage involved spending time with the children during their outdoor play activities. This was mainly intended to record real data on the behavior of the children during their outdoor play activities. Several questions were asked to the children who could communicate easily with the research. Communication of the children during their outdoor play activities were recorded using a digital recorder. The outdoor play activities practiced by the children were recorded using a digital video recorder. The interaction of the caretakers and the children during the outdoor play activities was keenly observed to identify how these activities improve social interaction of the children. The caretakers were asked the following questions: 1. How outdoor play activities do affects the child’s behavior and their relationship with the elders? 2. Day care and house care, which is the best platform for giving the children outdoor play activities? 3. Are most of the kids excited about the outdoor play activities? What are the behavioral differences between the kids who love outdoor activities and those who have no interests in the activities? The children were asked whether they loved playing with their friends on the field or in the room. Video recording of the children behavior during the outdoor play activities enhanced availability of field data hence accurate data analysis. The observation of the children behaviors during these activities enabled the availability of reliable data that could of use in evaluation of the effects of these activities on the children behavior. Cycle 3: This cycle involved collection of data in specified households across the country. This cycle was meant to help in comparing data between day care setup and the home set up. This would be done by comparing the impacts of outdoor play activities on children in day care centre and kindergarten. Time taken by the kids during the outdoor activities is the main factor considered while assessing the home cared children. The activities of the children while having the outdoor play activities were recorded using a digital video camera. The respective nannies of the children were interviewed to enhance accuracy of the research findings. It should, however, be considered that the research was conducted in households who hire trained dare givers. This served in enhancing the factuality of the answers gotten from the particular caregivers. This is because the caregiver provided the answers based on their experience and training making it more accurate and reliable. The children who could speak freely were asked a common question concerning the one asked in the kindergarten. The research was done in six households, three of which were located in a rural setup and the other two were in an urban set up. The nannies or caregivers were asked the following questions: 1. How outdoor play activities do affects the child’s behavior and their relations with the elders? 2. Day care and house care, which is the best platform for giving the children outdoor play activities? 3. Would a collective outdoor play activity be a preference to single-handed activity? 4. Have you worked in a day care before? If so, how is the comparison to their outdoor play activities with home based care? The questions were meant to provide more information, which is critical in comparing the effectiveness of collective activities with those done at home. The research was conducted in both urban and rural setup to compare the different types of outdoor play activities. The number of children in different day care and households who loved outdoor play activities was recorded in a table. The number of nannies who preferred collective activities was recorded and presented in the table. The final data collected while the research was tabulated. 4.0 Results analysis and presentation The data obtained from various interviews and observations was recorded based on their nature. This implies that data obtained from interview questionnaires has clear presentation to enhance critical analysis of the research. The number of caregivers and children who preferred collective outdoor play activities was tabulated accordingly. This is served in clarifying the research data for easy analysis. A number of the most active children and their reaction when interacting with elder individuals were noted clearly. Cycle 1 Outdoor play activities were identified by most of the practitioners as a good environment for the growth of the children. The benefits identified by the practitioners included: availability of fresh air, which essentially needed for effective early childhood cell development. The practitioners also agreed with the research that open-air play activities enhanced development of the brain in the particular children as compared to closed doors play activities. All the practitioners involved in the research provided a general definition of early childhood. The practitioners also argued that the outdoor play activities wholly depended on the age of the children. It is, however, important to group the children depending on their ages when assigning the activities to them. Majority of the practitioners were in agreement with the fact that outdoor play activities influenced the children’s future social behavior and activities. They argued that the activities enhanced development of interaction traits within kids hence reducing the chances of shyness and social isolation. Most of the practitioners argued that there are few differences in the outdoor play activities practiced by children in urban or rural setup. The activities recognized by majority of the practitioners include sports, playing in the park, drawing competitions and singing. Cycle 2: This cycle was carried out in day care centre and kindergartens. The findings in this step are based on the observations and questionnaires given to the caretakers in the respective centre. The time spent with the children enhanced observation of the children’s behavior while participating in their given field activities. The children in the daycare centers who were interviewed indicated their interest in outdoor play activities. Some of the children expressed their interest of spending the whole day doing outdoor play activities rather than indoor activities. The caregivers in different kindergartens and day care centers argued that the outdoor play activities contribute a lot in the performance of the children. They further argued that children who participated in outdoor play activities interacted freely with adults as compared to those who were reluctant to participate in the field activities. Majority of the caregivers in day care preferred taking the children to day care centers or kindergarten. They argued that, in these centers, children learn easily by imitating others. The children are also able to perform most of their tasks collectively. However, few caregivers preferred home based care. They argued that children should be taken care of at home to improve security. They, however, argued that outdoor activities should be made collectively in a public place to bring more insight into the child’s social life. The caregivers in the kindergarten expressed that majority of the kid in the centre were excited about the outdoor play activities. They argued that their observations showed that the most active children during outdoor play activities showed maturity in their association with other children. These children showed more adult-oriented behavioral activities. The video tapes recorded during the study showed that the kids were more active while playing outdoors than indoors. The video also showed that the most active children indoors were also quite active outdoors and vice versa. Case 3: This step-involved collection of data in different households and comparing it with the data collected in the kindergartens and day care centre. The data collected in this stage was essential in analyzing the best method of taking care of the children in their early development years. Majority of the nannies and home based teachers were in agreement with the fact that outdoor play activities enhanced the children behavior. These activities also enable the children to interact freely with the elders. Majority of the caregivers in several households preferred day care or kindergarten as the best place where children can access enough satisfactory outdoor play activities. They also argued that day-care and the kindergarten provided the child great socializing platform. However, about 10% of the nannies argued otherwise. They claimed that the outdoor play activities in day-care centre are not effectively supervised. There could also a result of negative traits as bullying in children. Majority of the home based teachers, caregivers, had worked in day-care centre or kindergarten before, and they preferred collective outdoor activities. The small percentage against the idea of collective outdoor play activities cited security as the main issue. Table 1: children outdoor play preference Location Total Number of Children Outdoor play Activities Indoor Play Activities No Specific preference Home 10 3 6 1 Day-care 20 15 3 2 Kindergarten 25 15 7 3 Table 2: Care Givers Preference to Collective Activities Location No of Care givers/teachers Collective activities Non-Collective activities Home 6 5 1 Day-Care 5 4 1 Kindergarten 5 5 0 Table 3: Obese cases in different locations Location Obese cases Home 2 Day-care 0 Kindergarten 0 The data collected on the children’s preference to outdoor activities was tabulated in table 1 while that of the caregivers’ preference for collective outdoor activities was tabulated in table 2. 5.0 Critical Reflection Outdoor training activities are the most crucial part of a child development in their early, there is, therefore, need to conduct more research on the importance of outdoor activities. There was a limitation on study sample size resulting to difficulties in information collection on the value of outdoor activities in early years. The research findings concurred with the research objectives. Outdoor play and learning activities contribute a lot in early year’s child development in terms of health, social responses, responsibilities and group work. There are several benefits of early year’s outdoor activities which as noted by the research. Obesity causes are highly reduced by involving the children in outdoor play activities. The effects of outdoor activities in reducing obesity among early year’s children were observed during the research. This is because; the children involved in outdoor activities were healthier than those who spent most of their time indoors. The health conditions of the children in day-care centre and kindergarten was greater as compared to a home-based children. Obesity is mainly caused by consumption of diets with high energy levels with minimal activities. One obese case was noted in home based cases while there was no obese case at the day-care centre and the kindergarten. Several home based children identified watching of the television as one of their hobbies. The kids spent most of their time glued to the television hence increased the chances of becoming obese. On the other hand, the kids who are actively involved in outdoor activities were healthier. Outdoor activities help in burning of excess calories in the body as the children will be involved in sports activities like running, basketball and football. Children who were actively involved in outdoor activities showed extra brilliance in class and social life. The communication skills of these children were way above their ages. This is mainly contributed by the impact of outdoor activities in brain development in early years. Great brain development in early years is critical in determining the social approach of ideas in children. Outdoor activities enhance effective thinking and body activity, which are forms the basis for a perfect brain and physical growth. The children make a decision while faced with a difficult situation while playing with other children. For example, while playing basketball, effective decision making allows the child to pass the ball efficiently. Outdoor activities involve running and jumping which are significant in motor development in early years. The study showed high variance in intelligence levels between the children who were active in outdoor activities and those who preferred indoor activities. The children were able to communicate efficiently and were efficient in answering research questions. Shyness and fear of trying new ideas was noted in children who spent most of their time watching television at home. This suggests that outdoor activities enhances social good social characters in children and is effective in brain development. Outdoor learning is incorporated in the list of outdoor activities in the kindergarten and day-care centre. There was a high variation of environmental knowledge between home based children and those in the kindergarten and day-care centre. Majority of the home based children could not identify environmental components like trees. On the other hand, the children in the kindergarten could easily identify such components and ask questions on the same. This clearly shows that outdoor activities like learning increase the child’s ability to interact with their environmental surrounding. This serves in helping the children relate effectively with the environment. The children in the Kindergarten and day-care centre portrayed greater communication skills than the home based children. This suggests that group outdoor activities develop communication skills in children. The daycares and kindergartens prefer group activities to individual based outdoor activities, which help in improving communication among the children. It was also apparent of the children in day-care and kindergartens responded efficiently to social responsibilities. The children would try to collect pencils from the ground and place them in a secure place. This was in contrary to home based children who showed high levels of negligence. The teachers and caregivers mainly preferred collective outdoor activities because collective activities promote social responsibility among the children. These activities increase interaction between children and can serve a great learning platform for shy children. It is easier for the children to inquire from their age mates than the caregivers and teachers. This enhances learning since it promotes group discussions, which are very critical later in school and work places. The caregivers’ preferred day-care centre and kindergarten for effective early year’s child growth than home based care. They argued that the children are exposed to social life in the kindergarten and day-care centre than while at home. This has a clear indication in the variance of the children’ behavior and approach to social activities. On the findings side of arguments, it is clear that the majority of the children preferred collective activities since they gave them the freedom to associate with their colleagues. Collective activities help the children to interact effectively with others, which serve in enhancing communication skill later in the school and workplace. The outdoor activities identified by the caregivers and teachers include nature walk allows the children to appreciate the natural environment. The teachers mainly advised that the children should be asked several questions about the natural environment. This enhances the children understanding of the environment. Other activities include parachute games, painting, outdoor drawing, sport, training and bubble chasing. These activities contribute in the child’s overall development. 6.0 Conclusion At the thought back to the childhood, parents discover most of their good memories on the side of outdoor activities and plays. These memories constitute of secret hideouts or even tree climbing. Plays with family members and friends compose the memorable times. In their adult lives, children do share values of their important childhood venture in their early years. An appreciation to outdoor plays by the parents will act as a lead to the children to embrace and learn through this activity. Both preschool teachers and parents have a collective responsibility to reconstruct and shape the minds of young children who are the future generation. This can have an easy maneuver by considerations of a proper way to impart life fundamentals and moral values to the child right from early life stages. Through play, children can grasp good morals, self-esteem and new discoveries. Respect of child interest is also critical to the parent. This should be available through freedom of discovery by plays and activities. A long-lasting and healthy relationship also grows at this stage of child life. This also imparts insights to the active parent. Early years practitioners should also embrace the importance of outdoor learning and develop it by increasing the available opportunities for the upcoming generation. Giving children time and space to interact with the natural and wild environment should also be a collective responsibility. All the benefits expected to benefit the children can be available in conventional grounds which are equipped to offer fresh air, light, low adult domination and mainly outdoor. Development of a complete environment where children can perceive changing nature and imagination in the application for social, spiritual, emotional and environmental support should be the responsibility of practitioners. Through mental and physical challenge, children should always be involved in an active learning environment to create skills and full understanding. References Alterio, M.and Mc Drury, J. (2003). Learning Through Storytelling in Higher Education Using Reflection and Experience to Improve Learning, London: Routledge Falmer Bilton, H 2010, Outdoor Learning in the Early Years: Management and Innovation, Routledge, London. Bilton, H. (2004) Playing Outside, London: David Fulton Publishers. Carr, M. (2001) Assessment in Early Childhood Settings, London: Paul Chapman Publishing Friedman, D. (2006). Working Forum on Nature Education for Young Children Report on Collected Ideas [Accessed at http://www.worldforumfoundation.org/wf/wf2006_ Nature/collected ideas.php, 16th January 2007] IPPA, the Early Childhood Organisation (2006) Nurture through Nature. Dublin: IPPA, the Early Childhood Organisation Knight, S 2011, Risk & Adventure in Early Years Outdoor Play: Learning from Forest Schools, New York: SAGE Ouvry, M 2003, Exercising Muscles and Minds: Outdoor Play and the Early Years Curriculum, NCB, Washington, DC White, J 2011, Outdoor Provision in the Early Years, New York: SAGE White, J 2013, Playing and Learning Outdoors: Making Provision for High Quality Experiences in the Outdoor Environment with Children 3–7, London: Routledge Read More