Contribution of Outdoor Play Activities to Infant and Toddler Development

2020 ◽  
pp. 312-325
Author(s):  
Sibel Atli ◽  
Gülen Baran
Keyword(s):  
Early Childhood ◽  
Natural Environment ◽  
Outdoor Play ◽  
Infants And Toddlers ◽  
Vital Importance ◽  
Interior Spaces ◽  
Outdoor Spaces ◽  
Learning Skill ◽  
Toddler Development

The natural environment has generally a structure to support all areas of development of children. It can be said that the interior spaces are deprived of naturalness and have less stimulation compared to outdoor spaces. Playgrounds outdoors have forms, textures, heights, and mobility in a natural or artificial landscape have the energy to encourage children to play and move. The first years of the early childhood period are of a vital importance in terms of all areas of development. Pedagogues or parents should provide the activities and environments that will enable the infants and toddlers to get pleasure out of life and that can create a learning skill and give new skills to the children at same time. Therefore, in this study, outdoor and outdoor play activities that will support the development areas of 0-36-month-old children will be discussed.

scholarly journals Providing Outdoor Experiences for Infants and Toddlers: Pedagogical Possibilities and Challenges from a Brazilian Early Childhood Education Centre Case Study

2021 ◽  
pp. 43-59
Author(s):  
Natália Meireles Santos da Costa ◽  
Maria Clotilde Rossetti-Ferreira ◽  
Ana Maria de Araujo Mello
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Infants And Toddlers ◽  
First Semester ◽  
Childhood Education ◽  
Daycare Centre ◽  
Outdoor Spaces ◽  
Green Areas ◽  
Outdoor Environments

AbstractIntense urbanization process in Brazil and Latin America has increasingly limited young children, since birth, to access outdoor spaces, especially green areas. Moreover, as conceptions of babies in domestic care support confinement practices, apprehending infants’ constitutive specificities as being intertwined with broader socio-cultural contexts requires further investigation. Notwithstanding the challenges, Early Childhood Education and Care (ECEC) institutions can be promising places to provide babies with daily contacts and appropriation of external areas amid an expanded collective experience. This chapter tackles the process of insertion and appropriation of outdoor spaces for infants and toddlers. We bring a case study from a Brazilian daycare centre with planned multiple outdoor environments, diversified spatial arrangements and natural elements. The empirical material, referring to the transition year of a group of under-twos, includes monthly recordings of everyday routine, interviews, field notes, institutional documents. We describe and analyze various outdoor spaces and socio-spatial practices of the daycare centre based on the cultural-historical perspective of the Network of Meanings. In the first semester, environments organized in semi-open areas connected to closed spaces were more frequently used. Whereas mainly in the second semester, given walking onset and greater motor resourcefulness, the going and appropriation of green areas unfolded as a gradual process not short of struggles. Substantial planning, projects and educational situations put forward by multiple social actors within a multidisciplinary approach modulated alternation of spaces and facilitated exchanges with peers, older children and adults – including family members.

scholarly journals Training may enhance early childhood educators’ self-efficacy to lead physical activity in childcare

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Brianne A. Bruijns ◽  
Andrew M. Johnson ◽  
Jennifer D. Irwin ◽  
Shauna M. Burke ◽  
Molly Driediger ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Self Efficacy ◽  
Critical Role ◽  
Early Childhood Educators ◽  
Outdoor Play ◽  
Future Research ◽  
Intervention Component ◽  
Space Extension ◽  
The Impact

Abstract Background Early childhood educators (ECEs) play a critical role in promoting physical activity (PA) among preschoolers in childcare; thus, PA-related training for ECEs is essential. The Supporting PA in the Childcare Environment (SPACE) intervention incorporated: 1. shorter, more frequent outdoor play sessions; 2. provision of portable play equipment; and, PA training for ECEs. An extension of the SPACE intervention (the SPACE-Extension) incorporated only the shorter, more frequent outdoor play periods component of the original SPACE intervention. The purpose of this study was to explore the individual impact of these interventions on ECEs’ PA-related self-efficacy and knowledge. Methods ECEs from the SPACE (n = 83) and SPACE-Extension (n = 31) were administered surveys at all intervention time-points to assess: self-efficacy to engage preschoolers in PA (n = 6 items; scale 0 to 100); self-efficacy to implement the intervention (n = 6 items); and, knowledge of preschooler-specific PA and screen-viewing guidelines (n = 2 items). A linear mixed effects model was used to analyze the impact of each intervention on ECEs’ self-efficacy and knowledge and controlled for multiple comparison bias. Results The SPACE intervention significantly impacted ECEs’ self-efficacy to engage preschoolers in PA for 180 min/day (main effect), and when outdoor playtime was not an option (interaction effect). Further, the interaction model for ECEs’ knowledge of the total PA guideline for preschoolers approached significance when compared to the main effects model. Participants within the SPACE-Extension did not demonstrate any significant changes in self-efficacy or knowledge variables. Conclusions Findings from this study highlight the benefit of ECE training in PA with regard to fostering their PA-related self-efficacy and knowledge. Future research should explore the impact of PA training for ECEs uniquely in order to determine if this intervention component, alone, can produce meaningful changes in children’s PA behaviours at childcare.

scholarly journals Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials

2021 ◽  
Vol 18 (7) ◽  
pp. 3354
Author(s):  
Ellen Beate Hansen Sandseter ◽  
Ole Johan Sando ◽  
Rasmus Kleppe
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Outdoor Play ◽  
Children's Play ◽  
Functional Play ◽  
Childhood Education ◽  
Education And Care ◽  
Risky Play ◽  
The Relationship ◽  
Play Materials

Children spend a large amount of time each day in early childhood education and care (ECEC) institutions, and the ECEC play environments are important for children’s play opportunities. This includes children’s opportunities to engage in risky play. This study examined the relationship between the outdoor play environment and the occurrence of children’s risky play in ECEC institutions. Children (n = 80) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 935 randomly recorded two-minute videos, which were coded second by second for several categories of risky play as well as where and with what materials the play occurred. Results revealed that risky play (all categories in total) was positively associated with fixed equipment for functional play, nature and other fixed structures, while analysis of play materials showed that risky play was positively associated with wheeled toys. The results can support practitioners in developing their outdoor areas to provide varied and exciting play opportunities.

scholarly journals Is infant belonging observable? A path through the maze

2018 ◽  
Vol 19 (4) ◽  
pp. 404-416
Author(s):  
Jane M Selby ◽  
Benjamin S Bradley ◽  
Jennifer Sumsion ◽  
Matthew Stapleton ◽  
Linda J Harrison
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sense Of Belonging ◽  
Early Years ◽  
Infants And Toddlers ◽  
Quality Outcomes ◽  
Childhood Education ◽  
Learning Framework ◽  
Video Recordings ◽  
Education And Care

This article evaluates the concept of infant ‘belonging’, central to several national curricula for early childhood education and care. Here, the authors focus on Australia’s Early Years Learning Framework. Four different meanings attach to ‘belonging’ in the Early Years Learning Framework, the primary being sociopolitical. However, ‘a sense of belonging’ is also proposed as something that should be observable and demonstrable in infants and toddlers – such demonstration being held up as one of the keys to quality outcomes in early childhood education and care. The Early Years Learning Framework endows belonging with two contrasting meanings when applied to infants. The first, the authors call ‘marked belonging’, and it refers to the infant’s exclusion from or inclusion in defined groups of others. The second, the authors provisionally call ‘unmarked’ belonging. Differences between these two meanings of infant belonging are explored by describing two contrasting observational vignettes from video recordings of infants in early childhood education and care. The authors conclude that ‘belonging’ is not a helpful way to refer to, or empirically demonstrate, an infant’s mundane comfort or ‘unmarked’ agentive ease in shared early childhood education and care settings. A better way to conceptualise and research this would be through the prism of infants’ proven capacity to participate in groups.

scholarly journals PENINGKATAN SOSIAL EMOSIONAL ANAK MELALUI PERMAINAN OUTDOOR PADA KELOMPOK A DI Taman Kanak-kanak

2019 ◽  
Vol 2 (4) ◽  
pp. 173
Author(s):  
Chandra Nur Fitria ◽  
Komala Komala
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Initial Conditions ◽  
Outdoor Play ◽  
Learning Activities ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Mutual Help ◽  
The Social ◽  
Group A

Child social emotional development at this time requires the attention of all parties, especially teachers in the school because it is not optimal child social-emotional development because teacher learning activities do not provide stimulation to children. In addition, emotional tension possessed by children can reduce or interfere with the motor and mental activities of children. One way to develop children's social emotional and physical can be done through out door games. This research method is classroom action research with the aim of providing information on how the teacher acts in stimulating children's social emotional development through out door games. Based on the results of the study, the results of the initial conditions of development of the social-emotional abilities of group A children are still low, so it needs to be developed. After the implementation of the action through two cycles with three meetings per cycle shows the results of improvement. The results of the research conducted by researchers showed that learning activities through outdoor play activities applied to children showed an increase in the number of early childhood children who were able to master learning about the form of the game. The results of the research conducted by researchers showed that learning activities through outdoor play activities applied to children showed an increase in the number of early childhood children who were able to master learning about the form of the game. Based on the results of this study, children can grow mutual help, get new playmates, train their children to take turns playing, grow joy while playing, and children become brave to play alone without having to be accompanied. So it can be concluded that there is an increase in children's social emotional through out door games.Perkembangan sosial emosional anak pada saat ini memerlukan perhatian dari semua pihak terutama guru di sekolah sebab belum optimalnya perkembangan sosial-emosional anak karena kegiatan pembelajaran guru kurang memberikan stimulasi pada anak. Selain itu ketegangan emosi yang dimiliki anak bisa mengurangi atau mengganggu kesibukan motorik dan jiwa anak. Salah satu cara pengembangan sosial emosional dan fisik anak dapat dilakukan melalui permainan out door. Metode penelitian ini yaitu penelitian tindakan kelas dengan tujuan memberikan informasi bagaimana tindakan guru dalam menstimulasi perkembangan sosial emosional anak melalui permainan out door. Berdasarkan hasil penelitian menunjukkan hasil kondisi awal perkembangan kemampuan sosial-emosional anak kelompok A masih rendah, sehingga perlu dikembangkan. Setelah pelaksanaan tindakan melalui dua siklus dengan tiga pertemuan per siklus menunjukan hasil peningkatan. Hasil penelitian yang dilakukan peneliti menunjukan bahwa kegiatan pembelajaran melalui kegiatan permainan outdoor yang diterapkan pada anak menunjukkan peningkatan jumlah anak usia dini yang mampu menguasai pembelajaran mengenal bentuk permainan. Berdasarkan hasil penelitian ini anak-anak dapat menumbuhkan rasa saling tolong menolong, mendapatkan teman bermain yang baru, melatih kesabaran anak agar mau bergiliran dalam bermain, menumbuhkan keceriaan saat bermain, serta anak menjadi berani bermain sendiri tanpa harus ditemani. Sehingga dapat disimpulkan bahwa adanya peningkatan sosial emosional anak melalui permainan out door.

scholarly journals Pelatihan Literasi Sumber dan Bahan Belajar di Internet bagi Guru PAUD di Kecamatan Ngaglik, Sleman

2018 ◽  
Vol 3 (2) ◽  
pp. 135-140
Author(s):  
Astri Hapsari ◽  
Resnia Novitasari ◽  
Hepi Wahyuningsih
Keyword(s):  
Early Childhood ◽  
Instructional Design ◽  
Early Childhood Education ◽  
Natural Environment ◽  
Teaching Practice ◽  
The Internet ◽  
Learning Materials ◽  
Childhood Education ◽  
Cyber Space

TRAINING OF RESOURCE LITERACY AND LEARNING MATERIALS ON THE INTERNET FOR PAUD TEACHERS IN NGAGLIK DISTRICT, SLEMAN. Learning media and resources are parts of Early Childhood Education instructional design. Nowadays, learning media and resources include not only natural environment but also cyber space in internet. However, some Early Childhood Education teachers are not aware of the potential of using these learning media and resources in their teaching practice. Therefore, an in-house training of learning media and resources literacy was designed for Early Childhood Education teachers in District of Ngaglik, Sleman Regency. This training was attended by Rumah Anak Pintar Islami and Smart Child Al-Mubarok Pre-Schools. The outcome of the training was better understanding on learning media and resources in the internet which the teachers can use in their teaching practice.

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