Outdoor Motor Play: Analysis, Speculations, Research Paths

Abstract

In our rapidly changing contemporary society, it has become apparent that children spend significantly less time playing outdoors than their parents did. Therefore, considerable attention must be paid by professionals to engage this challenge, especially within early educational contexts. The goal of this study was to first explore the continual drive of play in educational growth and, second, the ways in which children play outdoors at school, in order to reap the developmental benefits of outdoor play in a supportive context, where such fundamental activity is not only allowed, but also supported. The results of this study reinforce existing research in this area, highlighting the findings of children’s physical play behaviour and its frequency, also in connection with the use of tools and toys; further findings highlight teacher’s attitudes and suggest several options for early childhood professionals to foster children’s enjoyment of outdoor play. Finally, the study results have implications for future opportunities in the planning of active spontaneous-play.

Teacher's Strategy to Improve Children's Cognitive through Outdoor Activities for Early Childhood

“…Another directed examination (Ceciliani, A., & Bortolotti, 2013;Susilowati, 2014) recommends that open play provides benefits for children's physical development and behavior. Children's physical and behavior can be fostered ideally through outdoor games.…”

Experiences of Slovenian In-Service Primary School Teachers and Students of Grades 4 and 5 with Outdoor Lessons in the Subject Science and Technology

“…School should ensure that students are as active as possible in their classes. Ceciliani and Bortolotti (2013) report that students are mainly active outdoors, engaging in activities, such as walking, socialising, and similar. They move in the manner that the natural environment enables them to move, even if no toys are available.…”