Playing Outdoors Spaces And Places Risk And Challenge

Young children seek adventure and challenge in their outdoor play. This book offers a clear rationale for why outdoor play is essential for young children's lives and learning.

Playing Outdoors  Spaces And Places  Risk And Challenge

Young children seek adventure and challenge in their outdoor play. This book offers a clear rationale for why outdoor play is essential for young children's lives and learning. It asks fundamental questions about what sort of environments we want for young children, as well as examining issues of risk and safety.

Play and Learning in the Early Years

London: Department for Children, Schools and Families. Gill, T. (2007) No Fear: Growing up in a Risk Averse Society. London: Calouste Gulbenkian Foundation. Tovey, H. (2007) Playing Outdoors: Spaces and Places, Risk and Challenge.

Play and Learning in the Early Years

Providing high quality play experiences is an essential part of good early years education, but this can pose a challenge for practitioners who face pressure from a more didactic primary curriculum, and from parents worried that their children will fail to acquire essential skills and knowledge. By helping the reader to develop their understanding of the complex relationships between play and learning, this book examines current theoretical perspectives on play, alongside examples of recent and innovative play research from a range of disciplinary and methodological perspectives. With contributions from leading play scholars, it brings together theory, research, policy and practice in relation to play and learning in early years settings. The emphasis is on the relationship between play and learning, and play and pedagogy, and the need to understand these dimensions more substantially in order to teach with confidence. Included are chapters on: - the influence of play on thinking, problem-solving and creativity - cooperative play and learning - play, risk and outdoor learning - learning to play in cultural context There are chapter objectives, reflective points, reflective tasks and suggestions for further reading throughout, to facilitate critical thinking and encourage independent study. Suitable for early years practitioners, early childhood students at undergraduate and postgraduate levels, and all those who work with and care for young children, this is an exciting and thought-provoking book.

Risk Challenge and Adventure in the Early Years

Titman, W. (1994) Special Places, Special People: The Hidden Curriculum of School Grounds. London: WWF UK/Learning Through Landscapes. Tovey, H. (2007) Playing Outdoors: Spaces and Places, Risk and Challenge.

Risk  Challenge and Adventure in the Early Years

What is the difference between ‘risk’ and ‘danger’? What can children learn from taking risks? How can you provide key experiences for children and ensure their safety outdoors? Young children will naturally seek out challenges and take risks and this is crucial to their overall development. This book clearly explains why children should be given the freedom to take risks and provides practical guidance on how to offer stimulating and challenging outdoor experiences that will extend all areas of children’s learning. Including examples of activities for all weather conditions across all areas of learning, the book covers: The pedagogical history of adventure, risk and challenge Health, wellbeing and keeping safe The adult role Risk assessment Supporting individual children with different needs Environments that enable challenging and adventurous play Working with parents and addressing concerns Observation, planning and assessment This book is essential reading for practitioners and students that wish to provide rich experiences for children that will enable them to become confident and adventurous learners.

Playing and Learning Outdoors

The Practical Guide and Sourcebook for Excellence in Outdoor Provision and Practice with Young Children Jan White ... Playing Outdoors: Spaces and Places, Risk and Challenge Helen Tovey (Open University Press 2007) – a much-cited text, ...

Playing and Learning Outdoors

Fully updated to reflect the current status and understandings regarding outdoor provision within early childhood education frameworks across the UK, this new edition shows early years practitioners how to get the very best from outdoor play and learning for the enjoyment, health and education of young children up to age seven. This invaluable resource gives sound practical guidance for providing: play with water, sand and other natural materials; experiences with plants, growing and living things; movement and physical play; construction, imaginative and creative play; and explorations into the locality and community just beyond your garden. This full-colour third edition has been further developed to act as a comprehensive source book of relevant materials, books and resources supporting the core ingredients of high-quality outdoor provision, while each chapter also includes extensive collections of children’s picture books relating to the themes within each chapter. Playing and Learning Outdoors has become the essential practical guide to excellence in outdoor provision and pedagogy for all early years services. This lively, inspiring and accessible book will help every educator to develop truly successful and satisfying approach to learning through play outdoors for every child.

Exploring Outdoor Play In The Early Years

Tovey, H. (2007) Playing Outdoors: Spaces and Places, Risk and Challenge. Maidenhead: Open University Press. Waite, S. and Pratt, N. (2011) Theoretical perspectives on learning outside the classroom: relationships between learning and ...

Exploring Outdoor Play In The Early Years

The aim of this text is to explore outdoor play in the early years focusing, in particular, on early years settings and young children aged 0 to 7 years.

Outdoor Provision in the Early Years

(Continued) how can you make provision for children with disabilities to experience adventurous play; for example the exhilaration of moving at speed? ... Tovey, H. (2007) Playing Outdoors: Spaces and Places, Risk and Challenge.

Outdoor Provision in the Early Years

Outdoor education offers children special contexts for play and exploration, real experiences, and contact with the natural world and the community. To help ensure young children thrive and develop in your care, this book provides essential information on how to make learning outdoors a rich and valuable part of their daily life. Written by a team of experts in the field, this book focuses on the core values of effective outdoor provision, and is packed with ideas to try out in practice. Topics covered include: - the role of play in learning outdoors - meaningful experiences for children outdoors - the role of the adult outdoors - creating a dynamic and flexible outdoor environment - dealing with challenge, risk and safety - including every child in outdoor learning There are case studies of successful strategies in action, covering the Birth to 5 age range. Outdoor provision needs to be thoughtfully planned, well organised and appropriately supported by adults, and this book will help practitioners and students to lead good practice with confidence, so that they respond to the needs and interests of young children.

Outdoor Learning Environments

Spaces for exploration, discovery and risk-taking in the early years Helen Little ... Everyday uncertainties: Reframing perceptions of risk in outdoor free play. ... Playing outdoors: Spaces and places, risk and challenge.

Outdoor Learning Environments

Educators have a key pedagogical role in promoting early years outdoor play in natural environments. Active outdoor play involving risk-taking has been linked to positive effects on social health and behaviour, and encourages physical activity and motor skill development. At the same time, it has been recognised that opportunities for children to experience outdoor learning have been reduced in recent decades due to the impacts of technology, urbanisation and social change. This book brings together renowned authors, with research and professional experience in a range of disciplines, to provide a comprehensive guide to developing positive and engaging outdoor learning environments in the early years. Part 1 looks at pedagogy and outdoor environments, and considers the value of risk-taking and developing a young child's appreciation of the natural world. Part 2 examines the key principles involved in the design and planning of these spaces, such as applying the relevant equipment standards and regulations. Part 3 explores how educators can develop an understanding of children's own perspectives on outdoor spaces, including promoting agency and recognising the importance of private playspaces. Part 4 examines different cultural perspectives on outdoor play, including Indigenous approaches, while Part 5 considers the range of experiences possible beyond purposefully-designed spaces, from visiting nature reserves to exploring urban environments. 'A much needed and comprehensive resource for pre-service teachers and educators of young children that encompasses philosophies, theories, pedagogy and practice for purposeful engagement of children in all kinds of outdoor spaces in Australia.' - Dr Kumara Ward, Director of Academic Program: Early Childhood Education, Western Sydney University 'This seminal work will provide a shared language and framework for educators, policy developers, community builders and researchers in exploring the justifications for engaging children in well considered outdoor learning places and spaces.' - Leanne Grogan, School of Education, Outdoor and Environmental Studies, La Trobe University.

The SAGE Handbook of Outdoor Play and Learning

Gender differences in children's outdoor play injuries: A review and an integration. ... Categorizing risky play – How can we identify risk-taking in children's play? ... Playing outdoors: Spaces and places, risk and challenge.

The SAGE Handbook of Outdoor Play and Learning

There has been a growing academic interest in the role of outdoor spaces for play in a child's development. This text represents a coordinated and comprehensive volume of international research on this subject edited by members of the well-established European Early Childhood Education Research Association Outdoor Play and Learning SIG (OPAL). Chapters written by authors from Europe, North and South America, Australasia and Asia Pacific countries are organised into six sections: Theoretical Frameworks and Conceptual Approaches for Understanding Outdoor Play & Learning Critical Reflections on Policy and Regulation in Outdoor Play & Learning Children's Engagement with Nature, Sustainability and Children's Geographies Diverse Contexts and Inclusion in Children's Outdoor Play Environments Methodologies for Researching Outdoor Play and Learning Links Between Research and Practice

Young Children s Play and Creativity

not without its challenges, but the rewards for all are immense and eventually may even lead to a new-found discovery of the global environment. ... Tovey, H. (2007) Playing Outdoors: Spaces and places, risk and challenge.

Young Children s Play and Creativity

This book draws on the voices of practitioners, academics and researchers to examine young children's play, creativity and the participatory nature of their learning. Bringing together a wide range of perspectives from the UK and internationally, it focuses on the level of engagement and exploration involved in children's play and how it can be facilitated in different contexts and cultures. This new reader aims to challenge thinking, promote reflection and stimulate further discussion by bringing together research and practice on play and creativity. Divided into two parts, Part I is written by researchers and academics and explores key themes such as creative meaning making, listening to children's voices, risk and spaces, children's rights, play and technology. Part II is authored by Early Childhood professionals and reveals how practitioners have responded to the issues surrounding play and creativity. Each chapter is contextualised by an introduction to highlight the key points and a list of follow-up questions is also included to encourage reflection and debate. Drawing on the wide-ranging writing of academics, practitioners and researchers, this book is an invaluable resource for students, practitioners and all those who are interested in the essence of play and creativity, what it means for children, and the far-reaching benefits for their well-being, learning and development.

The Science of Play

“Affordances in Outdoor Environments and Children's Physically Active Play in PreSchool. ... “Could Exposure to Everyday Green Spaces Help Treat ADHD? ... Playing Outdoors: Spaces and Places, Risk and Challenge. New York: McGraw Hill, ...

The Science of Play

Poor design and wasted funding characterize today's American playgrounds. A range of factors--including a litigious culture, overzealous safety guidelines, and an ethos of risk aversion--have created uniform and unimaginative playgrounds. These spaces fail to nurture the development of children or promote playgrounds as an active component in enlivening community space. Solomon's book demonstrates how to alter the status quo by allying data with design. Recent information from the behavioral sciences indicates that kids need to take risks; experience failure but also have a chance to succeed and master difficult tasks; learn to plan and solve problems; exercise self-control; and develop friendships. Solomon illustrates how architects and landscape architects (most of whom work in Europe and Japan) have already addressed these needs with strong, successful playground designs. These innovative spaces, many of which are more multifunctional and cost effective than traditional playgrounds, are both sustainable and welcoming. Having become vibrant hubs within their neighborhoods, these play sites are models for anyone designing or commissioning an urban area for children and their families. The Science of Play, a clarion call to use playground design to deepen the American commitment to public space, will interest architects, landscape architects, urban policy makers, city managers, local politicians, and parents.

Reconsidering The Role of Play in Early Childhood

Everyday uncertainties: Reframing perceptions of risk in outdoor free play. Journal of Adventure Education and Outdoor Learning, 13(3), 223–237. doi:10. ... Playing outdoors: Spaces and places, risk and challenge.

Reconsidering The Role of Play in Early Childhood

Reconsidering the Role of Play in Early Childhood: Towards Social Justice and Equity—a compilation of current play research in early childhood education and care—challenges, disrupts, and reexamines conventional perspectives on play. By highlighting powerful and provocative studies from around the world that attend to the complexities and diverse contexts of children’s play, the issues of social justice and equity related to play are made visible. This body of work is framed by the phenomenological viewpoint that presumes equity is best confronted and improved through developing an expanded understanding of play in its multiple variations and dimensions. The play studies explore the potential and troubles of play in teaching and learning, children’s agency in play, the actual spaces where children play, and different perspectives of play based on identity and culture. The editors invite readers to use the research as an inspiration to reconsider their conceptions of play and to take action to work for a world where all children have access to play. This book was originally published as a special issue of Early Child Development and Care.

CACHE Level 3 Early Years Educator for the Classroom Based Learner

In her book, Playing Outdoors: Spaces and Places, Risk and Challenge (2007), Helen Tovey liststhe following as important if children are to have a challenging and creative outdoor area. Childrenneed: • designated spaces (but children ...

CACHE Level 3 Early Years Educator for the Classroom Based Learner

Master the knowledge and skills you need for the new classroom-based CACHE Level 3 Diploma in Early Years Education and Care (Early Years Educator) qualification. Written by expert Carolyn Meggitt, this is the only textbook for classroom-based learners endorsed by CACHE for the qualification. As ever, Meggitt's approachable writing style makes learning the key concepts both easy and enjoyable, and you can be sure she provides you with the information you need for your course. This book will support you through your assessment and the start of your career. - Understand all the requirements of the new qualification fully with clearly stated learning outcomes and key terms - See how concepts are applied in real settings with numerous case studies - Demonstrate what you've learned with activity boxes which give you the opportunity to check your understanding and apply it in the work setting - Prepare for examinations and assessment with confidence via activities linked to assessment criteria

Teaching Outdoors Creatively

Available at: www.ltl.org.uk/spaces/gettingstarted-3.php (retrieved 26 June 2016). ... Helping Children Learn about Risk and Life Skills. ... Tovey, H. (2007) Playing Outdoors: Spaces and Places, Risk and Challenge.

Teaching Outdoors Creatively

Teaching Outdoors Creatively offers guidance and a variety of exciting ideas to suit the full range of primary schools and locations. Underpinned by current research and practical experience, it investigates innovative approaches to working creatively with children beyond the classroom. While recognising the diverse needs and opportunities that primary schools have to develop the outdoors as part of their curriculum, it presents a broad range of activities, philosophies and approaches. Key themes explored include: Understanding and using local and home environments Investigating streets and buildings in your area Planning fieldwork Using rivers to inspire children Forest schools Beach schools Physical education outdoors Learning through adventure. Teaching Outdoors Creatively supports teaching and learning in a wide range of settings, from schools in rural and urban areas, to off-site outdoor education centres and residential visits. With a focus on developing effective and stimulating learning environments for children it is a must-have resource for all busy trainee and practising teachers.

Every Nursery Needs a Garden

Effects on Play of the Child's Social Class and of the Educational Orientation of the Centre',Journal ofChild Psychology and Psychiatry, 17(4): 265–74. Tovey, H. (2007) Playing Outdoors: Spaces and Places, Risk and Challenge.

Every Nursery Needs a Garden

This book guides you through the process of creating a garden, however small, for young children. It looks at the impact a garden area can have on children’s overall development and the benefits of using natural materials as learning tools.

Exploring Outdoors Ages 3 11

RoSPA (2014) Accidents to Children. www.rospa.com/homesafety/adviceandinformation/childsafety/ accidents-to-children.aspx#where (accessed 30 December 2014). Tovey, H. (2007) Playing Outdoors. Spaces and Places, Risk and Challenge.

Exploring Outdoors Ages 3 11

Exploring Outdoors Ages 3-11 is an essential guide on how to encourage children’s learning and support their development through year-round outdoor exploration. It follows one primary school through an entire academic year, capturing the challenges, discoveries and joys of children and adults co-exploring outdoors together. This unique book covers all aspects of outdoor practice from setting up and maintaining an outdoor site to the boundaries, support and effective communication that will help to create a safe and happy environment. It traces each term of the year and focuses on the importance of role play and imaginative learning, planning activities for all weather conditions and how the National Curriculum can be applied to outdoor exploring. Features include: Step-by-step guides on how to set up an outdoor site Advice on how to observe and record children’s learning and development outdoors Real-life case studies of children exploring outdoors from EYFS through to the end of Key Stage 2 Over 100 full photographs to illustrate how outdoor exploring can encourage children’s learning and development Practical tips and ideas for outdoor activities throughout the year An eResource with useful checklists, templates and pro-forma available to download Exploring Outdoors Ages 3-11 is essential reading for all those passionate about working outside who want to build confidence and develop their ability to co-explore with children.

Play in the Early Years

Savery, A. (2017) Does engagement in forest school influence perceptions of risk, held by children, their parents and their school staff? ... Tovey, H. (2007) Playing Outdoors: Spaces and Places, Risk and Challenge.

Play in the Early Years

Play in the Early Years offers students an accessible introduction to Play, considering key concepts and current debates taking place here and now.

Outdoor Learning through the Seasons

Conifers will provide cones for children in play and there are many smaller or dwarf varieties available. ... Playing Outdoors: Spaces and Places, Risk and Challenge by Helen Tovey (Oxford University Press 2007).

Outdoor Learning through the Seasons

Outdoor play experiences have a crucial role in young children’s learning and development and should be a daily part of their lives. Planning and facilitating rich play and learning opportunities outside can, however, be challenging, especially in difficult weather conditions. Outdoor Learning through the Seasons provides detailed guidance on how we can encourage young children to engage with the natural world throughout the year. Using the four seasons as a framework, the book aims to help all adults to feel confident about taking children outside everyday and developing their awareness of the world around them. It suggests a wide range of experiences and looks at the various ways in which children can interact with the environment to further their learning and development. There are ideas to brighten grey winter days as well as summer sunshine, snow, wind and rain. Features include: reference to recent research on the significance of outdoor play in early childhood; guidance on how to encourage effective learning outdoors practical tips to offer high quality provision in layout, design and planting; suggestions for planning outdoor experiences in the seven areas of learning in line with with the revised Early Years Foundation Stage; advice on working with parents and the role of adults; ideas for all seasons, weather conditions and working with the four elements: earth, air, water and fire; useful reference lists of further resources including stories, poems and websites; an appendix of seasonal recipes. Including a full colour photo plate section to illustrate good practice, this practical book is essential reading for all those looking to provide rich and stimulating outdoor play provision for children in early years settings on a daily basis.

Exercising Muscles and Minds Second Edition

Outdoor Play and the Early Years Curriculum Marjorie Ouvry, Amanda Furtado ... Solly, K. (2015) Risk, Challenge and Adventure in the Early Years: A Practical Guide to Exploring and Extending Learning Outdoors. London: Routledge.

Exercising Muscles and Minds  Second Edition

This updated edition of the seminal 2003 text on outdoor play in early years provision taps into the major issues around nutrition, exercise and mental wellbeing in this field. Focusing on the importance of outdoor play from birth to age five, Exercising Muscles and Minds, Second Edition aids practitioners in planning for learning outside throughout the year. Updated to include engagement with new research and practice that has emerged since 2003, the book explores the neurological benefits of exercise and outdoor play; the debates on risk; technology and indoor play; development of Forest Schools, Beach Schools and Nature Kindergartens; and rebranding and development of early years teaching methods. Full of case studies and ideas for activities, equipment and resources, this practical guide is full of useful guidance for working outdoors with young children - whether in largest of green areas or the smallest of back yards.

Professional Studies in Primary Education

Outdoor play and Forest Schools The following texts provide a rich source of information around the justification for learning outside and the development of ... Tovey, H. (2007) Playing Outdoors: Spaces and Places, Risk and Challenge.

Professional Studies in Primary Education

Covering practical issues including planning, assessment and classroom organisation, and thought-provoking topics such as reflecting on teaching practice and developing critical thinking skills, this textbook gives readers a pragmatic and insightful understanding of teaching in primary schools.

The Routledge International Handbook of Early Childhood Play

Gill,T. (2012) No Fear:growing up in a risk-averse society. ... Health and Safety Executive (2012) Children's Play and Leisure Promoting a Balanced Approach. ... H. (2007) Playing Outdoors, Spaces and Places, Risk and Challenge.

The Routledge International Handbook of Early Childhood Play

Historical changes in play are taking place in childhood all over the world, with the digitalisation of children’s lives. Researchers are worried about the disappearance of advanced forms of play and the prioritization of time spent with loving adults, supporting play with babies and toddlers. At the same time, our understanding about the crucial importance of individual development is becoming clearer. The Routledge International Handbook of Early Childhood Play explores these issues and more. It proposes the importance of adult participation in play, as adult guidance brings the possibility of moral, cultural and symbolic elements to children’s play, and enhances the educational opportunities in adult-child joint play. The book also examines the aesthetic dimension of play and its role in the development of imagination and creativity. With contributors from many parts of the world, this unique handbook brings together the latest research and highlights practice which focuses on play. This is an essential and engaging read for all students, academics, teachers and practitioners with an interest in play.