Provision and planning for the outdoor environment

Provision and planning for the out-of-door environsDiscuss with reference to broadcast documentation and relevant research literature the importance of effective provision and planning for out-of-door tomboy and exploration in UK advance(prenominal) years desktops.In this assignment I am waiver to envision at why it is relevant for effective provision and planning for the alfresco environment in the other(a)(a) years in the UK. Outdoor assemble is a vital element of young tiddlerrens visible, social and stirred up prep bement. Play is a young childs activity for collaring. Therefore making the most of outdoor(prenominal) play is substantial, providing hole of lasts in a varied manner for children, early years settings are in a unique(p) position to offer these, fully integrated with the indoors.The four aspects of Birth to Three Matters exemplar include ex larges of experiences that actu totallyy young children should charter both indoors and out of doors . Similarly, the curriculum guidance for the foundation compass point includes m either ideas for victorious eruditeness external. All half a dozen areas of learning crumb be effectively promoted, from the earliest stepping stones through to the early learning goals at the end of foundation stage.The statutory fabric for the Early Years Foundation stage setting and standards for learning, bugger offment and care for children from birth to five. (DCSF 2008) states the following in relation to the outdoor environmentwheresoever possible, there should be rag to an outdoor play area and this is the expected norm for providers.The indoor and outdoor environments (should be linked) so that children can move freely between them.A rich and varied environment supports childrens learning and schoolment. It gives them the confidence to explore and learn in secure and safe yet challenging, indoor and outdoor spaces.Children must clear opportunities play indoors and outdoors. All earl y year providers must film gravel code to an outdoor play area which can benefit the children. If the setting does non contrive direct access to an outdoor play area they must make arrangements for daily opportunities for outdoor play in an curb nearby location.Being outdoors has a positive impact on childrens sense of well-being and serves all aspects of childrens development. (See EYFS Statutory Framework (p.35 and 37) EYFS Practice Guidance (p.7) and Principles into Practice card 3.3 change Environments- the Learning Environment).The EYFS statutory framework for the EYFS is put in place so that every child in a setting environment has the best possible experience of the outdoors, as so much learning and development goes on at heart the outdoors and to cover the six early learning goals.The outdoors offers a unique environment, which is very dissimilar from the indoors. It offers space and immunity to try things out, to explore and experiment without the constraints ass ociated with an indoor environment (Tovey 2007). Some opportunities for learning can only happen outback(a). The experience of a change in the weather, following insects, making a gigantic scale eddy/painting all of these motivate children into mental and physical engagement, and can only be done outside. In fact all learning goals can be achieved outside while the childrens wellness and well-being are also being boosted. Outside children can run fast, shout and squeal and attend out what their bodies and voices can really do (Ouvry, 2008). The space is more than open, less(prenominal) confided and the greater space the more unrestricted the movement possibilities. Indoors is a space where adults are in control, but outdoors as fewer restrictions, where children can escape the controlling eyes of adults (Stephenson 2002).The four main thinkers of early childhood towards the curriculum, advocating outdoor provision as essential for childrens learning and development are Friedr ich Froebel , Margaret McMillan ,Susan Issacs and Maria Montessori. These four all held the sop up that the young child is first and foremost a whole person, with thoughts, feelings and imagination that need to be cared for and treasure (Curtis 1986. P.5).They all countd in a child centred onrush and free-flow play. Young children are motivated and wish to learn, they dont have to be sat at a table quietly (Curtis 1986).Friedrich Froebel argued that play was a serious and real activity for the young child. David Cohen (1987) suggests that Froebel was the first educator to use childrens play for practical purposes. In order to help children learn through play Froebel devised series of playthings and games (Bruce 1991). As Curtis (1986 p.6) points out, he used the timeless playthings of childhood in his curriculum. Balls, boards, sand, clay, for example, have made up childrens play throughout the ages. The role of the adult is crucial in Froebels approach to play. Cohen however d oesnt agree that children should learn particular things, as that would be to advocate play as breeding for life. Froebel valued play because it helped children to make meaning, and as Janet Moyles (1989 p.168) points out the importance of adults and children being equal partners in play, as in conversation (Bruce 1991).Janet Moyles (1989, p.24) points out that Froebel pioneered the theory of first sink experience as the basis of play, but this was exclusively contrasting to that, Seguin (1812-1880), who positive learning though the senses for disabled children. This curriculum was aimed towards a particular direction. However, Froebels approach to play was targeted at all childrens needs, rather than Seguin, who concentrated on disadvantaged children (Bruce 1991). As Yvonne Conolly (1983) points out (OMEP), A trustworthy Curriculum is a good curriculum for all (in Bruce, 1987, Ch.9).Margaret McMillan, pioneer of nursery education campaigned for an education centred on the gard en. She was the first person to model a nursery with children flowing freely between the inside and outside environment she quoted The best classroom and the richest cupboard is roofed by the sky. She put so much tension on the outdoor environment that it has been recognised by the Qualifications and Curriculum Authority in its good practise guidelines for the early learning goals, which repeatedly stress those young children, should have access to a well- plan outdoors (Ouvry 2008).McMillan spread out on the ideas of Froebel, to see children playing as the integrated activity. It was through the garden that we see her begin to develop the free-flow play side of the curriculum. It is interesting to see that for Froebel, McMillan and Issacs, it was the childs free play in the outdoors that led to their sterling(prenominal) contributions to the early childhood educational curriculum (Bruce 1991). Issacs valued free-flow play because it gave children freedom in their actions, thoug hts and randy expression. Issacs upgrade stressed that play also meets the emotional needs of a child, as they express all emotional during play (Bruce 1991).Montessori, who was also a pioneer for education, she thought it was an insult to children to suggest they should play. Montessori provided children with specific sense didactics apparatus which she expected them to use in an exact manner within the classroom, whereas McMillan believed children gained better sensory experience by playing in the garden (Bruce, 1991).Surely if practitioners are planning and setting up the activities that a child plays outdoors it is non really the childs freedom of choice, in a way it is still the likes of the Montessori approach. Both Sylva and Bruner argued, in the 1980s, that structure is a characteristic of materials and activities themselves. Structured activities such as construction are the most challenging and unstructured materials, such as sand and water, and open ended resources, o utdoors lack any clear goal structure and, therefore, do not challenge childrens minds (Bruner 1980 Sylva et al 1980).Ouvry (2008) suggests making the most out of the outdoor area is also of the essence(predicate), so that the children in that setting have the best opportunities possible and the changing of resources provided should be different daily. Also, it is important that the children have the opportunity to explore different resources and not stick with their favourite all the time i.e. bicycles. So Bruner and Sylvas research isnt very clear as all settings have a number of different opportunities for children to do in the outdoors environment, structured and unstructured. Children learn from them all in different ways and they are all targeting the six areas of learning.Piaget saw movement and physical development as the provision for higher levels of thinking. However Smith (p.68) argues this point and believes it is stillness we have to justify, not movement. Early Years children cant be sat down all day they need freedom to express themselves and explore their environment in order to learn virgin things, sitting down is going to make them more likely to disengage with what is going on. If movement is such an important aspect of a childs development, access to outdoor space must be part of a daily routine in order to nurture this mind-body growth.Children want space at all ages. But from the age of one to seven, space, that is ample space, almost as much wanted as food and air. To move, to run, to find things out by new movement, to feel ones life in every limb, that is the life of early childhood. So said Margaret McMillan (1930)Childrens entitlement to high look outdoor play experiences is strongly supported throughout the Early Years Foundation Stage (EYFS) Framework and early years providers have a statutory duty to facilitate daily outdoor opportunities all year round for the children in their care. (See EYFS Statutory Framework (p.35 and 37 ) EYFS Practice Guidance (p.7) and Principles into Practice card 3.3 Enabling Environments- the Learning Environment).When children are denied adequate space they often feel desperately frustrated and this can necessitate to uncooperative deportment. Research has shown that in environments that enable children to move about, to collaborate with others and take frequent breaks during calm activities, the behaviour of children who have a tendency to lose their temper or get over excited is less disturbing (Berk, l. E and Winsler, A 1995). This therefore shows that the tendency for children to shout and squeal and run around and be very hyperactive is taken outside there that type of behaviour is accessible (Ouvry 2008).Ouvry (2008) states that boys brains mature in a different sequence to those of girls and in some areas, at a slower rate. Boys first develop the parts of the brain for hold outing about movement and space in which they have to move themselves and other things. Other areas of the curriculum then arise meaningfully out of play. Girls, stereotypically like playing imaginatively in the home corner and working with and alongside adults. Girls come to an understanding of adult world through national play and talk they use reading and writing in their play because their brains are more developed for language at the three to five year old stage.The whole emphasis on activities that center on on children who are good at talking, fitting in, quick at learning and understanding other peoples intentions. Boys can tend to feel uncomfortable because they tend to feel more secure in the outdoor environment, where they can be themselves and still learn from their experiences just in a different manner. By the setting giving less attention to the outdoors environment and quality of outdoor play, they may be denying access to education to a significant number of boys (Bilton, H. 1998).The outdoor space must be viewed as an essential teaching and learning envi ronment which is linked with the learning that goes on inside, but with even greater view because it allows for children to learn through movement. If we believe that young children learn through play and that play is thought in action- then offering children a playing space outdoors would seem the most effective sum to fulfil their need to play, learning through first hand experiences and cooperate with others, that also cover the six main learning goals (Ouvry. 2008).Despite the much higher profile given to outdoor play in recent years with the introduction of the Curriculum Guidance for the foundation stage (QCA 2000), there is still assure that the purpose and value of outdoor play is not well understood(Tovey. 2007). Many practitioners have an unconscious whim that effective learning only happens when children are still, quiet and calm, with a pencil and paper at hand and with a teacher nearby to offer instruction. The idea that when children are physically active, many peo ple believe they cant be learning anything to do with the curriculum (Ouvry 2008). But then what about forest schools, they are based outside all of the time and are still based on the curriculum and the learning intentions are still met and this is all due to planning for the six areas of learning.It is certainly true that if the outdoors is not well planned and the setting does not have clear aims for the childrens learning outside, then practitioners may find it difficult to see any worthwhile learning going on outside. This is however true when considering any environment for young children inside or outside. Without clarity of aims and learning intentions for children in play situations, it is impossible to know what to look for when observing the children or to know how to further the childrens learning. Structuring the environment and supporting childrens learning is as important outside as in (Ouvry 2008).The key person working with a four-year-old child may have observed on several occasions that the child is rather unsteady when moving around the outside area. The practitioner then plans to build an obstacle course to give the child lots of opportunities to use a wide range of physical movements. These then support the planning for enhanced provision. In many cases, this planned adjustment and enrichment of some aspect of the settings provision will also be relevant to other children in a group. Many of the other children in the group will enjoy helping to build and develop the obstacle course and will join the focus child in actively using and enjoying the challenges it offers.The unspoilt of the child to rest and leisure and engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and arts. (UNICEF 1989).There are constraints and fears that limit childrens opportunities for play specially outdoors, deprive children of essential childhood experiences and opportunities- opportunities to develop friendships and to make relationships, to experience all emotions, to take risks, have adventures and misadventures, to have contact with nature and the environment (Casey, T. 2007). Children need to climb, run, jump, an bash balls against walls (Lewis Howdle, lecture, RIHE,1980).http//nationalstrategies.standards.dcsf.gov.uk/node/83976http//www3.hants.gov.uk/childrens-services/childcare/providers/childcarepublications/horizons/horizons-issue-16/outdoor-learning-and-the-eyfs.htmhttp//nationalstrategies.standards.dcsf.gov.uk/node/151379 http//nationalstrategies.standards.dcsf.gov.uk/node/132681 http//www.teachingexpertise.com/articles/planning-quality-provision-early-years-5276