{"id":856,"date":"2020-07-31T21:51:10","date_gmt":"2020-07-31T11:51:10","guid":{"rendered":"https:\/\/www.centresupport.com.au\/victorianchildcarecentre\/2020\/07\/31\/loose-parts-makes-a-clam-environment\/"},"modified":"2020-07-31T21:51:10","modified_gmt":"2020-07-31T11:51:10","slug":"loose-parts-makes-a-clam-environment","status":"publish","type":"post","link":"https:\/\/www.centresupport.com.au\/victorianchildcarecentre\/2020\/07\/31\/loose-parts-makes-a-clam-environment\/","title":{"rendered":"Loose parts makes a clam environment"},"content":{"rendered":"[vc_row el_class=”bg-section1 calm-environment”][vc_column][vc_row_inner][vc_column_inner][vc_column_text]It is generally recognised that children\u2019s opportunities for outdoor play are much more limited today than they were say 20 years ago. Reasons for this include increasing urban development, concerns about children\u2019s welfare, parents\u2019 working patterns and the increase in digital technologies.\u00a0 This raises the question of what role ECEC and school based settings have in the provision of outdoor play environments.<\/p>\n

Research suggests that pre-school policies and practices regarding outdoor play significantly influence children\u2019s levels of physical activity. Reilly (2010) found that physical activity in childcare centres was typically very low while levels of sedentary behaviours were typically high. Things found to increase levels of physical activity include higher staff qualifications, excursions, square meters of space allocated to each child, vegetation and loose, unstructured materials.<\/p>\n

You may think it obvious that more space leads to greater physical activity. However Moser and Martinsen point out that the \u201cpsychology of the space\u201d ( ie whether it meets children\u2019s play needs) and \u201copportunities for extended periods of time within the space\u201d are just as important.<\/p>\n

Studies have shown that public playgrounds do not match children\u2019s interests because they do not offer the levels of challenge or risk children seek.\u00a0 They show it\u2019s important to understand how children view their outdoor environment and to make them aware of any challenges and risk. \u201cReduction of risk is through understanding of the environment rather than adult restriction.\u201d This perspective requires adults to see children as \u201ccompetent rather than …vulnerable and in need of adult protection.\u201d<\/p>\n

Play is an important aspect of children\u2019s learning processes. Do we encourage and foster children\u2019s participation in outdoor play? Do we hear their voices? Do we truly allow them to participate in defining and engaging with play environments? As Pramling Samuelsson (2010) states, \u201cAccepting children as equal partners also means\u00a0 to make play visible, since play is supposed to be a great part of the child\u2019s world and the way into children\u2019s social life and learning.\u201d<\/p>\n

The dynamics of early childhood spaces: opportunities for outdoor play? European Early Childhood Education Research Journal 18:4 437-443[\/vc_column_text][vc_column_text el_class=”calm-blue-ttl”]<\/p>\n

Loose Parts for calm<\/h2>\n

[\/vc_column_text][vc_single_image image=”861″ img_size=”full”][vc_single_image image=”860″ img_size=”full”][vc_single_image image=”858″ img_size=”full”][vc_single_image image=”859″ img_size=”full”][vc_single_image image=”857″ img_size=”full”][vc_single_image image=”864″ img_size=”full”][vc_single_image image=”863″ img_size=”full”][vc_single_image image=”858″ img_size=”full”][vc_single_image image=”821″ img_size=”full”][vc_column_text]Have a look around your service and answer the following questions:<\/p>\n