Scholarship Programme

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1 Department of Children and Youth Affairs Scholarship Programme Note No. 11 Research Briefing The place of the outdoors in constructions of a good childhood: An interdisciplinary study of outdoor provision in early childhood care and education in urban settings 1. What is the study s background? This study was the subject of a PhD thesis (2006) by Margaret Kernan of the School of Education and Lifelong Learning, College of Human Sciences, University College, Dublin, with funding from the Office of the Minister for Children and Youth Affairs (now the Department of Children and Youth Affairs) under the National Children s Research Scholarship Programme.* 2. What is the study s purpose? The aim of this study was to explore the experience of the outdoors in early childhood care and education (ECCE) settings in urban areas in Ireland. The specific objectives were: To evaluate the overall position of the outdoors in ECCE as measured by the following indicators: children s access to space and time outdoors in ECCE settings; the content, knowledge and skills with regard to the outdoors within training and professional development in early childhood care and education; the priorities and values of parents, early childhood practitioners, regulatory authorities and inspectors with regard to the outdoors in general as part of daily life in ECCE settings. To explore constructs of the good childhood and how they shape children s everyday experiences outdoors in ECCE settings. To consider children s experience of time and space outdoors in ECCE settings in an urban environment with respect to the intersection of home and ECCE settings. To analyse children s use of outdoor environments in ECCE settings in terms of perceived and utilised affordances (i.e. what the environment offers the individual in terms of action or exploration) and to identify how these are influenced by contextual factors (e.g. ECCE building design, institutional regimes) and perceptions of risk and safety. To identify children s priorities in their daily experiences outdoors in ECCE settings in terms of their likes, dislikes and preferred places to play. This briefing note summarises the method of research, key findings, conclusions and recommendations of the study. The full report is available from the Library, University College, Dublin. 3. How was the study undertaken? Consisting of quantitative and qualitative methods, at the core of the research was the exploration of the outdoor experiences of 8 focal children, aged 1-5 years, and their peer groups in 4 settings over a period of one year ( ). These settings were * The views expressed in this report are those of the author and not necessarily those of the Department of Children and Youth Affairs. 1

2 a private workplace crèche, a funded day nursery, a community playgroup and an infant school. Fieldwork incorporated observational fieldnote-taking, digital photography, interviews with children and a Day in the life Diary completed by parents. Semi-structured interviews were conducted with the parents of the children (7 mothers, 3 fathers); the 8 Early Years Practitioners who worked directly with these children; the 4 Managers/Principals of each of the 4 fieldwork settings; and a local playgroup Coordinator. Interviews were also conducted with policy officers in the Department of Education and Science, a Teachers Union, and trainers in 7 ECCE training organisations. An overview of national practice in relation to the provision of outdoor play in ECCE settings was also obtained through the inclusion of questions related to play outdoors in a national survey of 1,500 ECCE settings undertaken by Pobal. 4. What are the key findings? 4.1 National provision of the outdoors in early childhood care and education settings Overall, 11% of settings had no access to a dedicated outdoor space. Where outdoor space was provided, this was of limited design, characterised by a predominance of grass and safety surfaces which precluded varied and risk-rich experiences. Wheeled toys and sand were the most common play activities made available (63% and 52% respectively), while swings and climbing frames were present in 40% of services overall. Trees, shrubs, flowers and water were available in 38% of services. The most common category of time outdoors was during scheduled daily times, all year round (44% service providers). 24% of services noted that children were free to access the outdoors whenever they chose. 4.2 Adults perspectives on the place of the outdoors in a good childhood The most prevalent value attributed to the outdoors was freedom and the consequential value to children s physical health, well-being and well-becoming. Outdoors was also equated with naturalness (contact with plant and animal life). A good childhood was one that enabled children to explore and enjoy rich sensorial experiences through their engagement with the outdoors. However, the quality of unpredictability or spontaneity of the outdoors viewed as a positive attribute by some adults was also closely associated with risk, danger and fearfulness by others. Thus, on the one hand, the outdoors was viewed as an important resource to be exploited in the pedagogical relationship between adults and children; on the other hand, it was viewed as a dangerous environment from which both children and adults needed protection. 4.3 Adults perspectives on the place of the outdoors in early childhood care and education Outdoor play was frequently marginalised or viewed as a problem by adults. Structural conditions identified that made positive experiences outdoors in early childhood care and education difficult to achieve included: the persistent influence of an historical educational tradition that has prioritised indoor teaching of the basics over learning and development outdoors; a tension between children s need for exploration, challenge and risk, and regulatory and institutional requirements and a pervasive litigation culture; a lack of awareness of and attention to building design that permits transparency between indoors and outdoors; a lack of awareness of the physical and social features of outdoor spaces that are both significant for children s well-being, learning and development, and prioritised as important to children; limitations on children s capacity to exercise choice and achieve a personal balance between indoors and outdoors; negative perceptions of Irish weather; the dominance of car traffic over the needs of the playing child; the erosion of natural garden spaces. 4.4 Children s priorities in their outdoor play experiences Children s perspectives of their experiences outdoors, their preferences and the meanings they attributed to play outdoors were accessed through observing their bodily actions and reactions, their social interaction and by photographing their interactions with the environment, in addition to engaging in discussions and photographing with the older participating children (aged 3-5 years). By analysing the data collected, it was possible to identify clear generalised patterns of experience, representing what is important to participating young children. 2

3 These are organised into 6 categories, presented below: Main category Illustrative examples Movement Opportunities for expansive movement, speed Opportunities for practising newly acquired physical skills (sometimes alone) Transporting self or materials using vehicles and tools Moving in and out, indoors to outdoors to indoors Vertical expansiveness Being high up (on slopes, steps, raised platforms, climbing equipment, trees and slides) Sights and sounds overhead Finding and constructing Small spaces to be: small spaces with friends in small groups to be apart from the crowd to observe at a distance to hide or be enclosed Transformation Multi-sensory exploration of natural elements (especially water) Finding loose parts, transforming physical environment with loose parts House building Direct contact with animals, Time to observe animals, insects, plant life insects and plant life Support by adults to name, to understand, to touch, to care for Social experiences Playing with friends, affiliation and coordination Significant adults being involved in playful interaction and shared interest in discoveries Both girls and boys were observed to colonise small places, to enjoy being high up and to be physically active in their play. However, in general, boys engaged in more physically vigorous and super-hero style play, while girls play was characterised by more elaborate socio-dramatic and domestic role play. Environments that induced a positive effect and interest in children often had a similar impact on adults. Thus, an interdependent relationship outdoors was evident where both children and adults benefited, particularly when adults were willing to engage in playful adventurous activity, were in tune with what was fun and interesting for children, and were able to perceive affordances outdoors from children s perspectives. 5. What are the conclusions? The study reached the following overall conclusions: 1. An enduring ideology of play outdoors to imply freedom, spontaneity, movement and exploration of the natural and built environment persists as important components of a good childhood and key to children s present well-being and future well-becoming. However, the ideology of play outdoors as inextricably linked to understandings of what is good has not translated in a meaningful way into the actual daily experiences of the majority of young children in ECCE settings in Ireland. A shared understanding or consensus regarding the outdoors as valued, necessary and consequently a designed and planned for component of children s experience in ECCE is absent in provision. This severely compromises young children s right to play outdoors, their right to contact with the natural world and to engage in real world experiences. 2. The invisibility of young children in the public space of the community, and the community and the outside world to children, is a further characteristic factor of the ECCE settings studied. The result is that it is difficult for children to sense the outdoors while indoors and to perceive and utilise affordances outdoors. Furthermore, time and space to play outdoors is often severely limited. Thus, the frequency and duration of play opportunities outdoors, and the possibilities to forge connections with and understand the surrounding world in a meaningful way, is reduced. 3. The findings relating to children s priorities in ECCE settings suggest that it is important to children that they have time and space outdoors; to move expansively and freely; to practise newly acquired physical skills; to transport themselves or materials using vehicles and tools; to be high up; to be able to find and construct small spaces; 3

4 to explore and transform natural elements; to observe and have direct contact with animal and plant life; and to play with friends. A further important component for children is the presence of a supportive, familiar and responsible adult who is willing to engage in playful interaction with them, to collaborate and share their interest in discoveries and learning. 6. What are the recommendations? A number of recommendations arise from the research, as follows: 1. Raising awareness on the importance of play outdoors to children This research points to the need to raise general awareness about the importance of play outdoors to children and its potential in supporting young children s well-being, learning and development. It also highlights the need for improvements in the provision of space and time to play outdoors in ECCE. This necessitates adults connecting with children s interests and developing natural learning strategies; the promotion of good design in spaces for children; and addressing the current imbalance between indoors and outdoors in training, practice, policy development and research. 2. Engaging with children s capacity to explore and wonder A useful starting point is to raise awareness among the range of adult stakeholders who take decisions on behalf of children (including parents, practitioners, managers/principals, regulatory authorities, planners, policy-makers) to engage with the newness of childhood experience, the capacity and eagerness to explore, and the significance of the sensory experience to children in their response to their surrounding physical environment. One possibility is to encourage adults to reflect back on their own childhood experience of play. A second important approach is to learn by observing how young children use the outdoor environment, how they perceive it and engage with it, and also to listen to children regarding the value and meaning they put on their play experiences outdoors. 3. Promoting good design in spaces for children Improving access to, designing and organising indoor outdoor ECCE spaces that engage and interest young children requires collaborative effort between practitioners, children, parents and other experts, such as urban planners, architects and landscape designers. It is recommended that ECCE organisations and County Childcare Committees consider developing competitions in architecture in ECCE. In addition, it is recommended that design workshops are made available involving collaborative input from a range of disciplinary and professional perspectives, to address the planning, designing and evaluating of spaces for children, as well as strategies for including the perspectives of children, parents and communities. 4. An interdisciplinary approach to training and professional development An interdisciplinary approach is recommended when considering the role of the outdoors in young children s lives within initial training and continuing professional development in ECCE. This will serve to ensure better understanding of how children relate to space and place, and prepare and support practitioners in their advocacy role on children s right to play outdoors. An interdisciplinary approach will also help to address the current gap in design and planning skills with regard to the outdoors and the imbalance in time devoted to pedagogical work outdoors compared to the indoors. Ongoing, mentoring and expert support is also required in supporting individual practitioners and staff groups to reflect on and improve pedagogical practices outdoors. This encompasses design or set-up of the physical environment; the organisation of time and space; the availability and use of materials, equipment, artefacts, toys, natural and built environment; adult child interaction and relationships; and engagement with families, community and the wider environment. 4

5 5. Preserving garden spaces to play in This study has illustrated that a key component of constructions of a good childhood in Ireland is access to a garden, or garden-like spaces, to play in. It is recommended therefore that the preservation of directly accessible, naturally occurring garden-like spaces where families with children live become a priority in urban planning. This also has implications in relation to the location and design of ECCE settings. It is recommended that directly accessible outdoor space be an integral part of all ECCE settings for all age groups (not just an optional extra) and prioritised for full day care services. Dimensions such as diversity in surface layout, natural elements (water, earth, air), loose parts from nature, naturally occurring small spaces all need to be designed into outdoor spaces if they are not naturally occurring elements of the landscape. Consideration also needs to be given to the different needs and interests of children of different ages and abilities outdoors. 6. Viewing the outdoors in extending fields of experience The conceptualisation of the outdoor experience in terms of perceived and utilised affordances at three interconnected and extending spheres of experience (indoor outdoor connectedness, enclosed outdoor space, and the wider outdoors) provides a useful model to guide planning, action, reflection and evaluation in relation to outdoor provision in ECCE in urban areas. It is recommended that greater attention be paid to the location of ECCE settings in terms of their physical siting and visibility in relation to the community they serve. A further recommendation is that in-between green spaces, natural features and built structures that invite young children s interaction are preserved and that priority is given to safe walkable routes, broad footpaths and traffic-calming measures in the wider outdoors in the vicinity of ECCE settings. In this regard, the recommendation in Ready, Steady, Play! (the 2004 National Play Policy) that children s needs should be considered within the wider built and natural environment, and not just in dedicated play spaces is reiterated and supported. 7. Addressing the Irish weather factor An undeniable issue contributing to the low status of the outdoors in ECCE in Ireland is the weather factor. In order that children and adults can access the outdoors on a daily basis all year round, it is recommended that attention is paid (1) to the orientation of outdoor areas in order to maximise natural sunlight; (2) to the provision of shelter (both natural and built) for protection against wind, rain and strong sun; and (3) to ensuring adequate and appropriate outdoor clothing for all children, adults and practitioners in ECCE and to the inclusion of transitional dressing spaces between the indoors and outdoors. The net effect of these measures would be to improve the degree of comfort for both adults and children in a range of weather conditions, resulting in a greater likelihood of children accessing time and space outdoors. 8. Maximising the benefits of relationality and interdependencies outdoors The findings of the present study point to a positive relationship between being outdoors and improved physical and psychological well-being of both children and adults, as well as the possibilities of enhanced relationships and learning about and respecting the environment. Indicated contributing factors are the quality of relaxation and fluidity in relationships outdoors; the possibilities of seeing and knowing the other differently; joint wonderment and discovery of the real world; and the whole body experience in the expansiveness of the outdoors. These are key features distinguishing the outdoors from an indoor experience and perhaps offer an alternative and constructive way of thinking about the outdoors in ECCE, providing a key impetus to development. A related issue emerging in the course of the study was an underlying concern regarding the absence of men s involvement with young children in their daily life in ECCE and the impact this had on the experience of the outdoors. All 3 fathers interviewed placed particular importance on the outdoors and joint play experiences outdoors in enriching their relationships with their children. Clearly, children need and benefit from involvement of men and women in their daily lives. The impact of increasing men s involvement (fathers and male practitioners) in ECCE in outdoor experiences requires further study. 5

6 For more information, please contact: Dr. Margaret Kernan, International Child Development Initiatives, Hooglandse Kerkgracht 17F, 2312 HS Leiden, The Netherlands What are the benefits of the study? This study is the first comprehensive study of the outdoor experience of children attending ECCE settings in Ireland. It also provides information about the priorities and values of parents, practitioners, trainers and regulatory authorities regarding outdoor experiences in general and in day-to-day pedagogical practices. An important outcome of the study was the development of a framework for viewing and evaluating the outdoors in ECCE in three fields of action: indoor outdoor connectedness, enclosed outdoor space and the wider outdoors. A follow-up study to this research was conducted in 2010 in collaboration with the National Children s Nurseries Association (NCNA). The aim was to identify any changes or trends in outdoor provision in early childhood settings between 2005 and Findings are published in Barnardos journal, ChildLinks (2010, Vol. 3, pp ). 6 Copyright Minister for Children and Youth Affairs, 2011 Published by Department of Children and Youth Affairs, 43 Mespil Road, Dublin 4 Tel: (01) ; dcyaresearch@dcya.gov.ie; Web: