1 Introduction
A sedentary life-style is one of the greatest risks to the overall health and well-being of Canadians. One key aspect in promoting healthy living is to increase young children’s experiences outside in the natural world. Not only does engagement with the natural environment result in positive health benefits, it also develops a children’s awareness of sustainability issues and environmental protections[1]. To support this goal, the pedagogy of outdoor play needs to be included in the education of pre-service Early Childhood Educators (ECE)[2].
Exploring outdoor play related concepts in college and university programs will directly influence policy and lead to program change [3]. In current society and the Greater Hamilton community, ECE students enter the program from various backgrounds and with a range of values, beliefs, and experiences related to the outdoor environment. Identifying learning outcomes and experiences related to outdoor play ensures students within the ECE program have the knowledge and skills needed to advocate for outdoor or nature-based play that fosters child development and environmental awareness in the early years.
The following resource is a compilation of current literature that captures the importance and benefits of outdoor, nature-based play in early childhood education programming, and highlights the role of risky play in children’s development. Outdoor play in natural settings provides opportunities for both healthy development and is a potential means to address childcare shortages. Scotland is one example of a society using outdoor nature play as a means to increase the health of its people while increasing access to quality childcare. In February 2018, a pan-Canadian group toured the Glasgow area of Scotland to engage in dialogue about outdoor play philosophy, policies, and the influence of culture. Pictures featured throughout this publication reflect experiences from Scotland and the variety of ways in which children are engaged in outdoor play. The programs toured varied from childcare and public playgrounds redeveloped to include more natural materials, to half-day community centre programs spent at nearby Forest Service Sites and wooded public parks. All locations toured are within walking distance to a childcare program or community centre as increasing the public’s use of and safety in local green spaces is important to long-term community health in Scotland. At all locations, staff to child ratios are doubled in outdoor environments; this is achieved by using Play Rangers, Forestry Staff, parents, and volunteers. To meet the growing demand for educators with outdoor experience, Clyde College in Glasgow provides outdoor education to the students enrolled in its Early Childhood Education program one-day per week in a Flags act as a trail marker to a wooded classroom.
wooded area of a nearby park. Programs and strategies observed in Scotland are the inspiration for the following resource.
The aim of this project is to support ECE faculty to embed the pedagogy of outdoor play throughout the Early Childhood Education program at Mohawk College. Utilizing students as partners in curriculum development, the resulting document provides resources, materials, and recommendations that are innovative and meaningful for curriculum development within the Early Childhood Programs. Two ECE students engaged in a literature review to identify key themes related to outdoor play. Following the literature review, the students reviewed the existing ECE college curriculum and reflected on their experiences within the program. This process resulted in the themes identified through the Annotated Bibliography section of this resource guide. These themes formed the basis for the recommended course learning outcomes and the materials purchased for the program.
Literature focusing on outdoor, nature-based play is extensive and describes the impact on all aspects of human development and curriculum. Theoretical and empirical research on outdoor play regularly highlight the importance of risk in the developmental process for both children and educators (Motion, 2018). As the benefits of outdoor play are pervasive, it is advisable to thread the topic of outdoor, nature-based play throughout the curriculum of college-level Early Childhood Education programs. The depth and richness of outdoor, nature-based play could not be adequately addressed in a single course. It would be a disservice, to both the health of young children and the surrounding natural environment, to teach about outdoor play in a thematic, isolated way. Without specific, positive experiences in the outdoors and a clear understanding of the benefits of risky play, new educators may enter the field of early learning and care reinforcing the current societal “risk averse” beliefs (Motion, 2018). The consequence of maintaining risk adverse curriculum and educational practices include a continued decline in population health and lack of awareness of the human impact on the environment.
- Davis, J. M. (2015). Young children and the environment: Early education for sustainability. (2nd ed.). Cambridge, UK: Cambridge University Press. ↵
- Alden, C. (2018, February). Policy development in Canada. Outdoor Play-based Learning Study Tour. Glasgow, Scotland. ↵
- Dietz, B., personal communication, January 20, 2018 ↵