A Case Study of Preschool Children Using Props Outdoor
DOI:
https://doi.org/10.56976/rjsi.v2i1.10Keywords:
Outdoor Playing, Preschool Children, Early Childhood, Natural BehaviorsAbstract
It is very unfortunate thing that children cannot design the environments and settings of their outdoor playing facilities. This suppresses the preferences of children as they are forced to play and interact in the environments designed by the adults (Plummer, 2007). The key objective of this research will be to examine and analyze the role of outdoor activities provided to preschool children and the effectiveness of these activities in grooming the personalities of such children. The research will also uncover the causes behind pre-school children's meager visits to outdoor playing areas due to the busy schedules of their adults. What is the role of outdoor play in children’s learning? What is the quality level of outdoor play provided to young children by early childhood education organizations? What improvements and modifications can be made to ameliorate contemporary outdoor play in the educational sector? What steps or processes can help in boosting the confidence and satisfaction levels of children so that they can enthusiastically take part in the outdoor play? In this research study, these questions are addressed by an analysis of recent research and design suggestions. The results of recent research studies indicate that the importance of outdoor activities including playing and other similar physical engagements is emphasized by the researchers that work on the behaviors and nourishment of early childhood souls. They are of the view that outdoor activities are equally important as indoor activities which usually involve paper reading or board instructions, whereas outdoor activities provide preschool children with abilities to develop their natural behaviors in accordance with their surroundings.
References
Abdul Aziz, A., & Ahmad, A. (2017).Flat Layouts and Children Outdoor Activities. Asian Journal of Environment-Behaviour Studies, 2(3), 57.
Andkjær, S., &Arvidsen, J. (2015). Safety Cultures in Water-Based Outdoor Activities in Denmark. Journal Of Outdoor Recreation, Education, And Leadership, 7(2), 140. doi: 10.18666/jorel-2015-v7-i2-7009
Cure, S., Hill, A., & Cruickshank, V. (2018). Mistakes, risk, and learning in outdoor education. Journal Of Outdoor And Environmental Education. doi: 10.1007/s42322-018-0012-y
De Grove, F., Cauberghe, V., & Van Looy, J. (2014). In Pursuit of Play: Toward a Social Cognitive Understanding of Determinants of Digital Play. Communication Theory, 24(2), 205-223. doi: 10.1111/comt.12030
Dismore, H., & Bailey, R. (2005). “If only”: Outdoor and adventurous activities and generalised academic development. Journal of Adventure Education & Outdoor Learning, 5(1), 9-19.
Durant, S. (2009). Outdoor play. London: Practical Pre-School.
E-Book Features Unrelated to Narrative May Hinder Preschooler Learning (2017). ASHA Leader, 22(1), 16.doi: 10.1044/leader.rib4.22012017.16
Engelen, L., Wyver, S., Perry, G., Bundy, A., Chan, T. K. Y., Ragen, J., ... & Naughton, G. (2018). Spying on children during a school playground intervention using a novel method for direct observation of activities during outdoor play. Journal of Adventure Education and Outdoor Learning, 18(1), 86-95.
Fähndrich, D., & Schneider, K. (1987). Emotional reactions of preschool children while exploring and playing with a novel object. The Journal of genetic psychology, 148(2), 209-217.
Gillard, A. (2016). Identity Awareness Through Outdoor Activities for Adolescents with Serious Illnesses. Research In Outdoor Education, 14(1), 107-125.
Harrison, K., & Peralta, M. (2015). Parent and Child Media Exposure, Preschooler Dietary Intake, and Preschooler Healthy-Meal Schemas in the Context of Food Insecurity. Journal Of Communication, 65(3), 443-464. doi: 10.1111/jcom.12153
Hayes, M. (2015). The Differential Effect of the No Child Left Behind Act (NCLB) on States’ Contributions to Education Funding in States with Binding School District Tax and Expenditure Limitations. Public Budgeting & Finance, 35(1), 49-72. doi: 10.1111/pbaf.12058
Haywood-Bird, E. (2016). Playing with power: an outdoor classroom exploration. Early Child Development And Care, 187(5-6), 1015-1027. doi: 10.1080/03004430.2016.1223070
Hosseinkhanzadeh, A., Esapoor, M., &Yeganeh, T. (2013). A Study of the Siblings Relationships in Families with Mentally Disable Children. Procedia - Social And Behavioral Sciences, 84, 864-868. doi: 10.1016/j.sbspro.2013.06.663
Interviewing Techniques.(2017). Nonprofit Communications Report, 15(12), 7-7.doi: 10.1002/npcr.30828
JING, W., & FANG, J. (2013).The Social Cognitive Process of Word Learning in Infants. Advances In Psychological Science, 21(5), 837-846. doi: 10.3724/sp.j.1042.2013.00837
Kos, M., &Jerman, J. (2013).Provisions for outdoor play and learning in Slovene preschools. Journal Of Adventure Education & Outdoor Learning, 13(3), 189-205. doi: 10.1080/14729679.2013.769888
Krauksta, D., Rozenvalde, P. and Ciekurs, K. (2016).OUTDOOR ACTIVITIES TO PROMOTE CREATIVE THINKING IN PRESCHOOL CHILDREN. SOCIETY INTEGRATION EDUCATION.Proceedings of the International Scientific Conference, 2, p.396.
Little, H. (2013).Mothers’ beliefs about risk and risk-taking in children’s outdoor play. Journal Of Adventure Education And Outdoor Learning, 15(1), 24-39. doi: 10.1080/14729679.2013.842178
Lupu, D., Norel, M., &Laurenţiu, A. (2013). What the Preschool Children Prefer: Computer, TV or Dynamic, Outdoor Activities?!. Procedia - Social And Behavioral Sciences, 82, 7-11. doi: 10.1016/j.sbspro.2013.06.217
McCulloch, G. (2013). Between educationalization and appropriation: selected writings on the history of modern educational systems. British Journal Of Educational Studies, 61(3), 364-366. doi: 10.1080/00071005.2013.816048
McEntire, N. (2013). ECAP Report: Outdoor Play for Preschool Children. Childhood Education, 89(5), 338-339. doi: 10.1080/00094056.2013.830922
Nah, K., & Lee, S. (2016). Actualizing children’s participation in the development of outdoor play areas at an early childhood institution. Action Research, 14(3), 335-351. doi: 10.1177/1476750315621610
Norling, M., & Sandberg, A. (2015). Language Learning in Outdoor Environments: Perspectives of preschool staff. TidsskriftFor Nordisk Barnehageforskning, 9. doi: 10.7577/nbf.749
Olesen, L. G., Kristensen, P. L., Korsholm, L., & Froberg, K. (2013). Physical activity in children attending preschools. Pediatrics, 132(5), 1310-1318.
Öqvist, A., & Cervantes, S. (2018). Teaching in preschool: heads of preschools governance throughout the systematic quality work. Nordic Journal of Studies In Educational Policy, 4(1), 38-47. doi: 10.1080/20020317.2017.1419040
Plummer, D. (2007). Helping children to build self-esteem. London: Jessica Kingsley Publishers.
Raptou, E. (2017). Literature and Bullying: Teenage and Children Novels on School Bullying Prevention. International Journal Of Criminology And Sociology, 6, 183-191. doi: 10.6000/1929-4409.2017.06.20
Rengel, K. (2014). Some theoretical issues concerning children’s participation in preschools. Hungarian Educational Researcch Journal, 2014(4).doi: 10.14413/herj.2014.03.07.
Repo, L., & Sajaniemi, N. (2014). Bystanders’ roles and children with special educational needs in bullying situations among preschool-aged children. Early Years, 35(1), 5-21. doi: 10.1080/09575146.2014.953917
Ribeiro, L., & Zachrisson, H. (2017). Peer Effects on Aggressive Behavior in Norwegian Child Care Centers. Child Development.doi: 10.1111/cdev.12953
Roach, L., & Keats, M. (2018). Skill-Based and Planned Active Play Versus Free-Play Effects on Fundamental Movement Skills in Preschoolers. Perceptual And Motor Skills, 003151251877328. doi: 10.1177/0031512518773281
Schaffer, M. (1980). Child development principles and the gifted preschooler. Roeper Review, 3(2), 7-9. doi: 10.1080/02783198009552507
Scrutton, R. (2014). Outdoor adventure education for children in Scotland: quantifying the benefits. Journal Of Adventure Education and Outdoor Learning, 15(2), 123-137. doi: 10.1080/14729679.2013.867813
Sedgwick, P., & Greenwood, N. (2015). Understanding the Hawthorne effect. BMJ, h4672.doi: 10.1136/bmj.h4672
Shaari, M., & Ahmad, S. (2016). Physical Learning Environment: Impact on Children School Readiness in Malaysian Preschools. Procedia - Social and Behavioral Sciences, 222, 9-18. doi: 10.1016/j.sbspro.2016.05.164
Suggate, S., Stoeger, H., & Fischer, U. (2017). Finger-Based Numerical Skills Link Fine Motor Skills to Numerical Development in Preschoolers. Perceptual and Motor Skills, 124(6), 1085-1106. doi: 10.1177/0031512517727405
Towns, A., Potter, D., &Idrissa, S. (2013). Cultivated, caught, and collected: defining culturally appropriate foods in Tallé, Niger. Development In Practice, 23(2), 169-183. doi: 10.1080/09614524.2013.771985
Townsend-Butterworth, D., & Townsend-Butterworth, D. (2018). What to expect in preschool: the classroom | Parenting. Retrieved from https://www.greatschools.org/gk/articles/preschool-classroom/
Tudorică, O., & Ţîmpău, C. (2015). Play and Learning at Preschool Child. Logos Universality Mentality Education Novelty: Social Sciences, IV(2), 47-55. doi: 10.18662/lumenss.2015.0402.05
Waite, S. (2016). Learning with nature: a how-to guide to inspiring children through outdoor games and activities. Pastoral Care in Education, 34(4), 246-247.
Yilmaz, S. (2016).Outdoor Environment and Outdoor Activities in Early Childhood Education. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 423-437.
Zamani, Z. (2016). ‘The woods is a more free space for children to be creative; their imagination kind of sparks out there’: exploring young children’s cognitive play opportunities in natural, manufactured and mixed outdoor preschool zones. Journal of Adventure Education and Outdoor Learning, 16(2), 172-189. doi: 10.1080/14729679.2015.1122538
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Research Journal for Societal Issues
This work is licensed under a Creative Commons Attribution 4.0 International License.
