66 pages

English

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Outdoor Play , livre ebook

Andrews UK - Sue Durant

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66 pages

English

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Extrait

Description

Ideal reference book of activities for anyone wanting to develop children's learning outdoors. "Play underpins all development and learning in young children" Practice Guidance for the Early Years Foundation Stage (2008, page 7). Learning through play is at the heart of the EYFS, and this series aims to give the practitioner as many play ideas as possible to support children's learning.

Informations

Publié par	Andrews UK
Date de parution	17 août 2012
Nombre de lectures	0
EAN13	9781907241956
Langue	English
Poids de l'ouvrage	2 Mo

Informations légales : prix de location à la page 0,0574€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Books OutdoorPlay

Play in the EYFS

• The value of outdoor play • Planning for and managing outdoor play • 48 activities linked to the six areas of learning of the EYFS

Sue Durant

Books

OutdoorPlay

Contents

Play in the EYFS

The value of outdoor play Best practice Planning for outdoor play Managing outdoor play Resources to support outdoor play

Activities to support outdoor play:

Personal, Social and Emotional Development Soapy sand Outdoor art gallery What am I? Dressing-up game Runaround rabbit Stations Change seats Water chain Blindfold walk Wheelchair play

2 5 7 15

28 28 29 30 30 31 32 32 33 33

Communication, Language and Literacy We’re going on a bear hunt The letter hunt Writing in mud/sand Dig for letters Magic carpet journey Message in a bottle Letters In the pond Letter from a lost teddy Kim’s game (with a diFerence!)

Problem Solving, Reasoning and Numeracy Rope walk Stepping stones The old woman who lived in a shoe The hungry caterpillar The circle game

Published by Practical Pre-School Books , A Division of MA Education St Jude’s Church, Dulwich Road, Herne Hill, London, SE24 0PB Tel 020 7738 5454 © Practical Pre-School Books, A Division of MA Education 2009 wwww.practicalpreschoolbooks.com

34 34 35 36 36 37 37 38 38

40 41

42 42 42

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted by any means, electronic, mechanical, photocopied or otherwise, without the prior permission of the publisher.

Play in the EYS: Outdoor Play ISBN: 978-1-90457-598-6

OutdoorPlay

Play in the EYFS

Contents continued

Treasure hunt Humpty Dumpty Shape mobiles The great cereal box line Skittles

Knowledge and Understanding of the World Bug/minibeast hunt Photos hide and seek Eeyore’s house Weather watch Build a nest Snapshot Make a bridge Make a go-kart Leaf threading Planting bulbs

Physical Development Promoting thinking skills The circus comes to town Messages Scavenger hunt Parachute games Aiming and throwing Threading Streamers

42 43 44 44 45

46 46 47 47 48 49 49 50 51 51

52 54 54 55 56 56 57 57

Vehicles Cardboard box city Planks, crates and tyres

Creative Development Make a miniature garden Clay modelling Texture rubbing Smelly boxes Sounds Weaving Painters and decorators Making mobiles Pebble painting Shoe prints

58 59 59

60 60 61 61 62 62 63 64 64 65

The value of outdoor play

Not all children attend well-equipped nurseries with exciting and challenging outdoor areas. Some go to village halls or community centres with little or no access to an outside area, some go to nurseries attached to schools and some children play in someone’s front room! But all early years settings should be providing outside play opportunities regardless of their facilities.

All groups of children are diFerent but in every group there will be some children who learn best when they are outside. To make it easier for these children to learn, you need an environment that is safe, inviting, stimulating and challenging. No matter how small the space, it can be made interesting, even if the equipment has to be set up and stored away each day. Those settings that have no outdoor space available to them could think about investigating the local park, woodland area and immediate surrounding area.

Ideally, the children should be able to move from the indoor to the outdoor areas with minimum fuss, but this is not always possible. Some settings have areas available to them but they are not attached to their indoor space. Careful planning is the answer. It may be that groups of children go to the area at one time. This is not ideal and care must be taken that all of the children are given equal access; this means those that want to go outside can rather than ‘It’s your turn now so you must go’.

In many settings children go outside only when the weather is warm and sunny. This is often not the children’s choice but the adults! Children don’t notice the weather and will choose to go outside even when it is cold and rainy. If they are equipped with wellies and macs they should be outside. How else will they have the experience of just being in the rain? Smelling it? Seeing puddles form and jumping in them? Watching the stream of water coming from the downpipe? Wondering where all the water goes?

Outdoor play is as important as indoor play. Space, fresh air, freedom and time are essential for children’s emotional, social and personal well-being.

Outdoor play is vital because:

l It enables children to become independent learners. Children should enjoy learning and you can help them to develop that all-important disposition to learn by providing them with an environment which they can explore, modify and use themselves. If they need to keep asking you for equipment or resources you are taking away their independence. You can invite the children to make choices, follow their own interests and get involved with what they are doing. or some children the outdoors is where they are most comfortable.

It encourages social and moral development. Outdoor play presents opportunities for exploring and using large equipment. This involves children in taking turns, sharing, cooperating, negotiating and talking to each other - all essential skills when interacting with other people in a positive way. They will establish relationships and begin to understand that others have feelings and emotions, for example seeing friends become upset when hurt, and being able to empathise.

lencourages children to grow in conîdence and self- It esteem. Some children appear more comfortable with themselves and others when they are outside. They play with conîdence in the knowledge that they can be noisier and more boisterous and they do not feel as restricted as they may do indoors.

Conîdence and self-esteem are crucial for children’s well-being and ability to learn. Those children who are given opportunities to achieve success, whether it is through being able to be good at climbing or being leader in an imaginative game, are the most likely to enjoy satisfaction and a feeling of well-being. They will want more.

It promotes and enables physical activity. Joining in physical activity can have huge beneîts for

young children. It can help them to cope with success and failure in a supported environment and to develop a sense of fair play.

It makes a unique contribution to the development of the whole child and research evidence suggests there is a link between physical activity and academic achievement, as well as an improvement in children’s behaviour and the development of social interaction (Using Physical Activity and Sport DfES 2000).

Giving children the choice to be outside is a powerful tool. Conicts can be resolved more easily and imaginative, well planned, challenging areas for children with diagnosed behavioural problems can often result in calmer, more interested children.

We all know young children need space, as movement is central to their development and learning. Their motor development is at a crucial stage and they need to be given opportunities to strengthen their large muscles to improve the control of their smaller ones. (To write with control they will need to develop their arm and shoulder muscles as well as their hand and înger muscles.)

It allows children to take risks. Children’s safety is of paramount importance and you need to be mindful when planning the outside area but too many restrictions can reduce choice and make children dependent on adults. Children will take risks in their play that they are comfortable with because they set their own agenda.

It allows time to consolidate skills learned. Children need time to repeat, mimic, and try once more the skills they have been learning. Sometimes this may be through giving them the time alone. At other times it may be through providing for the same skills with a wider range of activities and experiences that may be bigger, noisier, messier than those oFered indoors.

Good practice

Whatever facilities you have available, good practice in outdoor play means that the children are in the most eFective teaching and learning situation. They will be given challenges that are both exciting and stimulating so that they want to înd out more. The adults will be supporting and intervening at appropriate times because they have observed the children and know at what stage to intervene in order to carry them forward. (Sometimes the children are best left to do this for themselves.)

Good practice means:

l that, if possible, the children can go outside whenever they need to; lwhat the children will experience so that their planning learning is seamless and interlinked and enables them to join up their thinking; larea is so organised that the children understand the the systems, for example where to get equipment if they want it, what to do if they need help; l that the children themselves can change and modify the area to suit their methods of play at that time; lan area that is versatile so that the children can having look forward every day to something that is stimulating for them. Sometimes if children are working on a project they do not want to put it away at the end of the day or session. Being versatile means being able to accommodate their needs and leaving it so the children can go back to reîne it until it has run its course; l having committed staF and helpers who understand the value of children playing outside.

Wychbold First School and Nursery(16 children, mornings only, age three plus) is part of a school building with a large outdoor area, part grass, part tarmac with an undercover area.

lresources and equipment for the week are planned The according to the interests of the children shown in the previous week. l Each morning the equipment is set out by the nursery teacher and the school caretaker. lchildren spend the îrst part of the morning inside, The talking and actively engaged in being part of the whole group - listening, discussing, contributing and înding out about each other. l rom 9.20am the door is open to the outside area and children can come and go as they please. One adult is always outside and one inside. The adults are skilled at knowing when to intervene and when to stand back. Sometimes another item of equipment may be brought out because of the way the play is progressing. Children are encouraged to experiment for themselves, fetch and carry for themselves and to be responsible for the resources and equipment. l Occasionally, the group is brought together to watch something or look at a model built by one or more or to tell everyone what they have found. l The children move freely from inside to outside and will often mimic the type of activities inside and out, for example: Sam was keen to explore the logs outside. He spent a long time transporting them with Callum to the large tractor tyres. When this task was completed to their satisfaction, Callum and Sam sat proudly on the top of the tyres. Sam said ‘I’ve built a house’. Callum said ‘I’ve made a îre for the house’ and began to warm his hands. Later Sam chose to paint at the indoor easel. The newspaper used to protect the easel had a photograph of a man working with trees and sawing enormous logs. Sam said ‘Look! Those are just like the logs we built the house with outside. I’m going to paint my picture of the logs!’

Inside Amy enjoyed the marble rolling activity. She was keen to sprinkle the paint from her spoon to create a

Good practice

pattern on her paper. Outside Amy chose to explore the sandy mud. Using the same sprinkling action she created sandy patterns on the paving slabs outside.

lis a plenary session in the form of fruit and drinks There mid morning when children can share what they have been doing if they want to. ladults are sensitive to those children who want to The work on things started on another day that they need time to înish.

MayIeld House Kindergartenis in an old, large rambling house with a well-established garden and orchard area. The kindergarten has babies through to four-year-olds and has a strong emphasis on encouraging exploration and enjoyment of nature, maintaining good social values and sharing with the children the joy of discovery and achievement.

All through the year outside there is:

llll

Sand Large-scale blocks Natural building materials Digging/gardening