In an effort to understand how loose parts in early learning environments benefit children’s play and development, through observations of preschool children in a rural outdoor natural environment, this study examined behaviours that children exhibited as they used loose parts. Children exhibited a range of positive social behaviours, complex verbal and nonverbal behaviours, and various types of risk taking in their play. The findings suggest that children do not explicitly exhibit stereotypical gender or age-exclusion behaviours while using the loose parts. The results would suggest that increasing children’s opportunities to use loose parts in an early years outdoor environment will support their various aspects of development in positive ways.

This study explored voices of early learning teachers engaged in discussions in an online outdoor play and nature pedagogy course. Three core questions were investigated that focused on early learning teachers’ perceptions and practices of children’s access to quality outdoor play and nature experiences. The results support previous research that indicated that teachers’ perceptions, experiences, values, knowledge, and attitudes influence children’s outdoor play experiences. The findings suggest the need to increase access to professional learning that contributes to early learning teachers enhancing their confidence, awareness, and intentional programming, which results in shifting attitudes to fully embrace outdoor play and pedagogy.

Using technology with children in play-based early learning programs creates questions for some within the Early Childhood Education (ECE) community. This paper presents how two faculty who teach in ECE-related degree programs integrated educational technology into their teaching pedagogy as a way to model to their students how it can be used to support children’s play and learning opportunities. The authors identify how collegial dialogue helped them to use various technologies and social media in their teaching, which transformed their curriculum and pedagogical philosophy. The paper argues that if technology creates connections between learning in the college or university classroom and is effective practice, it is worthy of further exploration. L’utilisation de la technologie avec des enfants dans des programmes préscolaires d’apprentissage basé sur le jeu suscite des questions pour plusieurs au sein de la communauté de l’Éducation de la petite enfance (EPE). Cet article présente la façon dont deux professeurs enseignant dans des programmes d’études liés à l’EPE ont intégré la technologie éducative dans leur pédagogie d’enseignement comme un moyen de démontrer à leurs étudiants comment elle peut être utilisée pour soutenir le jeu des enfants et les possibilités d’apprentissage. Les auteurs montrent comment un dialogue collégial les a aidés à utiliser diverses technologies et médias sociaux dans leur enseignement, ce qui a eu pour effet de transformer leur programme et leur philosophie pédagogiques. L’article fait valoir que si la technologie crée des liens entre l’apprentissage en milieu postsecondaire et une pratique efficace, elle est par conséquent digne d’une exploration plus poussée.

Many municipalities across Canada have created neighbourhood playgrounds that are intended to offer children and families a place to play, meet other families, and participate in activities that support the establishment of a healthy lifestyle. Yet the structural designs of many of these neighbourhood playgrounds restrict or eliminate children or adults who have mobility restrictions from participating at them. Structural barriers include the placements of the sidewalks, pathways, ground surface, and elevated frameworks around the playground equipment. This paper discusses the results of examining the municipal neighbourhood playgrounds in one suburban community in Nova Scotia in relation to accessibility and usability features for children or adults with mobility restrictions. Adjusting the current accessibility and usability designs of neighbourhood playgrounds becomes increasingly important in our quest to increase children’s physical activity levels, promote play, and model inclusive practices for all members of society. Environmental barriers contribute to social barriers and social exclusion. Accessibility to public space is a legal right and must be viewed as a community’s moral and ethical obligation. It is critical that all citizens in a community experience inclusive practices and a sense of dignity in their daily living experiences.