| aidemia--modules-essaywrite_request | Write an essay |
| What topic | How to implement Use of the outdoor provision has required some tweaks and changes to allow the children to fully benefit from the large playground. I invested in a mud kitchen and an outdoor water/sand tray to evoke conversations about the senses. For example, we used lavender, rosemar y and eucalyptus in the potions during science week as well as blowing bubbles, stirring with sticks and washing clothes and hanging them out to dry. This was to follow on from our indoor activities as the weather is getting nicer and the outdoors is more comfortable and relaxed than in our previous setting. The intention is to show the room leaders that we don't need expensive or deliberate resources to enjoy our outdoor provision and that children can learn from loose parts play, nature and their surroundings. |
| Which subject | No subject |
| What age group | Doesn't matter |
| How many pages | 1 |
| Add references | |
| Any other preferences | What has the impact been for staff and children and parents |
The recent transition to a more outdoor-focused learning environment has achieved significant enhancements in children's experiences while providing opportunities for educators and parents alike to observe development through engaging, hands-on activities. The implementations of a mud kitchen and an outdoor water/sand tray have become crucial in allowing children to explore and interact with nature. This essay will outline the importance of these resources, discuss the observed impacts on children, staff, and parents, and underline how these changes reflect the philosophy of learning through loose parts play and natural surroundings.
Outdoor play is essential for children's physical, social, and emotional development. As children engage with nature, they develop their senses, creativity, and problem-solving skills. The introduction of a mud kitchen not only provides an opportunity for sensory exploration but also serves as a medium for conversational learning. Using ingredients like lavender, rosemary, and eucalyptus during science week has heightened children’s awareness of the natural world around them. By interacting with these aromatic herbs, children have developed their descriptive language and cognitive skills while engaging meaningfully with their peers.
The outdoor water and sand tray complements the mud kitchen by allowing children to experiment with mixing, pouring, and constructing various items using loose parts. These activities foster collaborative play and creativity, providing children the chance to express their ideas freely and share their thoughts with their peers. For instance, children have done activities like blowing bubbles, stirring with sticks, and hanging out clothes to dry that connect with their indoor learning experiences while being rooted in the immediate sensory experiences that outdoor play offers.
An essential aim of implementing outdoor provision is to demonstrate that high-quality learning experiences do not always rely on expensive or deliberate resources. Teaching practitioners are encouraged to consider loose parts play as an effective avenue for learning, using natural elements and items already available in the surrounding environment. The adaptability of outdoor play settings reflects the belief in a more inclusive and accessible learning experience for children, emphasising creativity and ingenuity rather than expensive resources.
This approach resonates deeply with UK educational norms and standards, aligning with the Early Years Foundation Stage (EYFS) curriculum, which advocates for experiential learning. By showcasing the importance of imaginative and open-ended play, educators can inspire confidence and creativity amongst children, fundamentally enhancing their learning experiences.
The shift to using outdoor provision has produced positive feedback across the board. Staff members have reported an increase in children's engagement and motivation for learning. The outdoor area has transformed into a vibrant learning hub where children are encouraged to explore, question, and express themselves freely. Educators have observed improvements in teamwork, communication skills, and resilience among children who partake in outdoor activities.
For parents, the visual impact of the outdoor resources can be seen in their children's enthusiasm towards learning. Parents have expressed delight in the changes, often reporting that their children share stories about their outdoor adventures. As the experiences in the mud kitchen and water/sand tray translate into meaningful conversational skills at home, parents play a vital role in reinforcing these learning experiences outside the educational environment.
Investing in an outdoor provision like a mud kitchen and outdoor water/sand tray has positively influenced the learning atmosphere for children, staff, and parents alike. While embracing a low-cost philosophy anchored in loose parts play and nature, educational practitioners can facilitate a nurturing environment that fosters sensory exploration and creative expression. The enhancements made in outdoor learning spaces have not only improved children’s engagement but have also reinforced strong collaborative relationships within the educational community.