2. Imitation
Watching and imitating is a major
way of learning for young children.
We can teach young children through
how we behave. Role modelling
curiosity and enquiry will bring children’s
attention to something interesting
without needing to call them.
Behave in a confident and careful way
towards challenges to give children a
positive approach to risk-taking. Value the
outdoor environment, show this in
planning creative activities and making it
genuinely available. However, because of
the sponge-like way young children absorb
their surroundings, impressions have
The importance of planning for play unconscious but lasting effects, including
Young children are self-driven learners and are adult behaviour that give clues as to how
constantly curious and exploratory and discover through they feel about being outside today! For those children
play. Although they love adult attention and who prefer to be outdoors, the perception that adults
interaction, they also want to follow their own ideas and do not really value it can damage their self-esteem.
find it hard to do what adults want them to for very Children of the same age and older children can be
long. Children’s play is often based upon what they excellent tutors for play, communication and behaviour;
know about or are interested in – making sense of so planning times when ages mix in outdoor play is well
experiences they have had by playing with the ideas, worth consideration.
often repeatedly. The experiences could be from home
or the setting. The best outdoor provision supplies Repetition
plenty of play opportunities. Plan for ample time for Young children like to repeat an activity that interests
children to be able to process ideas at their own pace, them again and again, until it is fully understood or
making the outdoors available every day for long mastered. They often like to return to something in
periods. This will have a beneficial impact on children’s order to practice and refine their ideas and skills, or
learning and development and reward your planning. simply to feel a sense of familiarity and competence.
Plan for children to be able to go back to activities or
Social learning experiences over a long period of time, giving them the
Young children are very sociable and learn best by chance to work at their own pace and repeat as much as
interaction with other children and adults. By sharing necessary. Plan for long periods of time outdoors and
interest and talking about what they are seeing and for all weathers, so that children know they will be able
doing they build their thinking abilities and their to carry on the next day. Plan also for children to access
understanding of how the world works. Encourage resources themselves so that they can get involved in
children to play and work outdoors with other children what they want to do without the need for adults to set
and with adults. Give time for long interactions to occur, things up for them.
supporting a ‘social co-construction’ of knowledge.
Activities that genuinely interest practitioners will offer Making use of these suggestions and ideas in your
many opportunities for sharing the focus (sustained setting will give you more time for the important tasks
shared thinking) where both parties are genuinely of interacting, talking and supporting children’s
interested in something and find out about it together. learning.
Future issues of Curriculum Support will offer more detailed guidance for planning effective outdoor play.
Suggested Reading
A Shared Vision for Outdoor Play poster in your Early Years The Potential of a Puddle Claire Warden , 2005,
Outdoors pack. Mindstretchers, ISBN 0954488350.
www.mindstretchers.co.uk
Smart Moves: why learning is not all your head
Carla Hannaford, 1995, Great Ocean Publishers, Researching Effective Pedagogy in the Early Years,
ISBN 0915556278. 2004, Research report No 356, DfES.
www.dfes.gov.uk
First hand experience: what matters to children
D. Rich, D. Casanova, M.J. Drummond,
A. Durrant and C. Myer, 2005,
Rich Learning Opportunities, ISBN 0954968301.