Course:KIN355/2020 Projects/Nature Play

Defining the Concept and Its Importance

Nature play can be defined as play that occurs in the outdoor environment that is provided to us by nature. This includes forests, water, sand, mud, rocks, leaves, hills, etc. (Outdoor Play Canada, 2019). Nature play can take place on a beach with sand and the ocean, by the lake surrounded by nature, it can also happen in the forest, or in an open space such as a grassy hill. These areas can also be described as natural playscapes. Natural playscapes utilize the surrounding features of the land to give children many affordance opportunities (Bredin, 2020). It gives them the chance to be physically active and connect with nature, as well as the freedom to wander, explore, and learn on their own without the restrictions of being indoors. One of the benefits of natural playscapes that children can play by themselves or play with others which involves some important types of play (participatory, parallel, solitary and unoccupied play). Children play because it’s fun, they enjoy doing it, and it is natural and voluntary. They do not think about playing or do it because of external reward or influence, they do it because the motivation to play is intrinsic. Play gives children the opportunity to discover and explore new things, which is exciting to everybody, not just children. Most importantly they have absolute say in how they want to play (Bredin, 2020). This absolute say creates a sense of autonomy in children therefore creating a more fun environment.

Being outside with nature allows young children to explore their world and carry out motor tasks that they cannot normally perform indoors. It challenges them physically and it allows them to take risks. For example, in the natural playscapes, children can manipulate objects, they can work on getting stronger physically, or they can practice balancing with coordination on logs or rocks (Hewes, J.). They can even roll down a grass hill, which is one of many affordances nature has to offer (Bredin, 2020). All of these activities are significant in the development of the motor system for young children and involve different types of play. Playing in nature results in risky, rough and tumble, exploratory, fantasy, and participatory play to name a few. All of these are crucial to a child's development because they learn creativity and problem solving skills through incidental learning, and they unconsciously strengthen their neural pathways. Plus, research has shown that children who have experiences playing outdoors with nature develop strong bonds and empathy with nature when they grow up (Outdoor Play Canada, 2019), concluding that having children delve into the outdoor spaces around them can lead to improvements within motor skills, other aspects of their early development, and mental as well as physical benefits into their adult years.

Role in Childhood Development and Contemporary Considerations

Nature play provides children with a multitude of opportunities to take part in unstructured play that an indoor structured environment cannot bring. In this day and age, early childhood educators and parents tend to be concerned with academic performance rather than physical activity in their children. This results in less time for children to play, particularly outdoors, even though the outdoors has plenty of benefits to a child's mental and physical health.

Nature play contributes greatly to the development of the cognitive, motor, affective, and physical domains and it allows children to learn without being conscious of it; this is called incidental learning. Incidental learning helps to develop the cognitive and motor domain. For example, nature play allows children to wander freely in a junk yard playground which can enhance creativity and problem solving skills. A child can be exploring a playground and learn many things that they are unaware of (Lyons, 2005). For instance, they could be learning the motion of force by sitting on a swing which is an activity that is not performed indoors, or they could be sliding down a slope. Being outdoors with nature can develop a child's skills for interacting with others through group play and it can lead to better management of stress (Outdoor Play Canada, 2019), which will assist in developing the affective domain. Furthermore, nature play promotes physical activity along with stimulating curiosity. This in turn can help prepare a child for learning in a classroom environment. Nature play gives children the necessary social skills for them to navigate through school (Yogman et al., 2018).

The physical domain is developed through a child’s sensory and perception. For example, they could be climbing up a tree, hanging off a branch or running up a hill. This is beneficial for energy expenditure and developing the cardio system as well as the physical body (Bredin, 2020), because each of the domains are interconnected which means the motor domain is affected and greatly developed. Spinning around on the field for instance is related to developing this domain through the vestibular area located in the head for balancing and special awareness. Being engaged in nature play can develop several different types of play. Playing in a forest can develop a child’s imaginative play by using twigs, leaves, or rocks for functional play, balancing on a rock encourages risky play, or rolling down a grass with a group a friends is a form of rough and tumble play children can engage in. They can also engage in constructive play by building a sand castle or a construction out of twigs, leaves, and rocks etc. (Bredin, 2020). All of which contributes to the many different types of play nature play can offer.

Some contemporary issues that are on the rise are more guided in class learning activities and less playing outside with the addition of screen time. Nature play can be a great solution for getting children to play outside more. Whether it is a parent, coach, early childhood educator, teacher, or sibling, nature play can benefit everyone in the mental and physical aspects of life. Nature play promotes active movements, less sedentary behaviors, and less screen time which is a large contemporary issue in today's environment. If individuals find themselves sitting or having been on a screen for an extended period of time, one can try scheduling a time to go outside during the school day or work day with their children. Nature is beneficial to everyone and has easy access with a low cost for all.

Practical Applications

Game 1:

This game is called Scavenger Hunt. The objective of this game is to go into as many different environments as possible and find all the objects on a made up list. The target age is 4-10 years old but anyone can take part in natural play. The environment is outdoors and the equipment needed is a bag/basket to put the findings in, and a list of objects to find. Have a parent or friend make a list of things to find in the environment the child chooses to go to. The child could choose to go into a forest, on a beach, at a lake, or somewhere in nature. An example of a list for in a forest could be: find a stick as tall as you, find a pine cone, find a flower etc. until all of the stuff on the list is found. Then bring them back to your house to share! Younger children go with their teachers/parents etc., older children can go by themselves.

Game 2:

Build-a-fort. The purpose of this game is to build a home in the outdoors with only objects from the outdoors. The target age is 8-12+ years old. Go outside into nature (preferably the forest) and find somewhere to build a shelter or fort. You can only use objects found in the forest, the fort has to be able to stay up on its own, there should be a roof and walls, and it can be as big or little as you want. Children can use their imagination and creativity skills to make their ideal fort or house for their friends and themselves to hang out! Sticks, logs or anything found in the natural playscape work the best for building forts, and preferably already fallen sticks and logs so that the forest and natural playscape is not being ruined. It is important to also learn to respect the environment around you.

Summary

This activity occurs when children play outside on natural playscapes that provide children with many benefits and fewer restrictions than in an indoor environment. Some benefits include playing and exploring by themselves and with others; children can explore the world freely and perform motor tasks that cannot be performed indoors; they can physically and mentally develop through diverse types of play. Through a variety of games and exploration, children engage in unintentional play allowing them to subconsciously learn concepts that are applicable within the classroom; they also develop critical thinking and problem-solving skills.

References

Bredin, S. (2020). Module 1: Play. KIN355 Movement Experiences for Young Children , School of Kinesiology, University of British Columbia.

Hewes, J. (n.d.). Let the Children Play: Nature's Answer to Early Learning. Canadian Council on Learning. Located at: http://www.childencyclopedia.com/sites/default/files/docs/suggestions/let-the-childrenplay_janehewes.pdf

Lyons, B. (2005). Playground exploration: An opportunity for incidental learning of mechanical principles. Teaching Elementary Physical Education, 21-24. Located at: https://www.semanticscholar.org/paper/Playground-Exploration%3A-An-Opportunity-forLearning-Lyons/e271fc8b4dd7597d1245d16ae262ff16dda54460

Outdoor Play Canada. (May, 2019). Outdoor Play Glossary of Terms. Retrieved from https://www.outdoorplaycanada.ca/portfolio_page/outdoor-play-glossary-of-terms/outdoor-playglossary-of-terms-5.1.pdf

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., Golinkoff, R.M. (2018). The Power of Play: A Pediatric Role in Enhancing Development in Young Children. Pediatrics, 142 (3). Located at: https://pediatrics.aappublications.org/content/142/3/e20182058#sec-15.Insert references (APA), in alphabetical order.