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The Out-of-Doors & Learning What is the nature of our society? What are our goals? What are the consequences for children & for our society if play & learning out-of-doors do not occur? Important Questions to Ask Nature of Society Characteristics of our culture cooperative/competitive

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Important questions to ask l.jpg

Important Questions to Ask


Nature of society l.jpg
Nature of Society

  • Characteristics of our culture

    • cooperative/competitive

    • collaborative/individualistic

    • prosocial/egotistical

    • autonomous/complianct

    • initiative/guilt

    • industry/inferiority


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Societal Goals

  • To realize individual & group potential

  • To support the common good.

  • To be active citizens in a democracy.


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Why are Outdoor Learning & Play Important?

  • The insightful educator recognizes the critical importance of play & assumes the responsibility to plan for children's quality play.

  • Outdoor activities provide unique learning which are different from traditional indoor activities.


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Questions to Ask

  • What is play?

  • What is learning?

  • What is the outdoor classroom?


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  • Association for the Child’s Right to Play

  • International Play Association, www.ipausa.org

  • What About Play?


    Transcendental play l.jpg
    Transcendental Play

    • Transcendental play characterized by risk, obsession, ecstasy & intense mental states.

    • What kind of environment creates a context for such animated triumphant play?

      Frost, 2004


    Play environments l.jpg
    Play Environments

    • Plan for built & natural spaces.

    • Complex play spaces provide multiple choices.

    • Varied textures & materials available for exploration.

    • Small, large, & individual grouping occur naturally.

    • Provide private & public space.

    • Provide for a range of ability & interest.


    What happens during play l.jpg
    What Happens During Play?

    • During play the child:

      • Interacts with others.

      • Interacts with the physical world.


    What does brain research say l.jpg
    What Does Brain Research Say?

    Play creates neurological connections

    necessary for learning.


    Defining quality play l.jpg

    Intrinsically motivated

    Freely chosen

    Process not product

    Enjoyable

    Defining Quality Play

    • Non-literal


    What does this mean l.jpg
    What Does This Mean?

    • Children control play activity.

    • Adults do not define terms.

    • Adults provide time, opportunity, & material.

    • Outdoor play is different from indoor play.

    • Children experience unique learning alternatives.


    Outdoor play hands on learning l.jpg
    Outdoor Play & Hands-On Learning

    • Children engage the physical, animal & human world in different ways than accomplished indoors.

    • Children observe the outdoors.

    • Children become part of the environment.


    Four kinds of play l.jpg

    Four Kinds of Play


    Play is physical l.jpg
    Play is Physical

    • Contributes to fine & gross learning.

    • Active physical play helps joint & muscular disabilities.

    • Outdoors provides new situations & people to engage.

    • Allows children to test skills without risk.


    Styles of social play l.jpg
    Styles of Social Play

    • Parten’s (1932) six styles of social play move from least to most social maturity.

    • Not levels because children move back & forth through styles.

      Iasenberg & Jalongo, 2001


    Do you observe styles of social maturity in play l.jpg
    Do You Observe Styles of Social Maturity in Play?

    • Unoccupied: not engaged, goal not evident.

    • Onlooker: observes, asks questions, talks with, does not engage in play activity.

      Continued on next slide


    Observed styles of social maturity in play l.jpg
    Observed Styles of Social Maturity in Play

    • Solitary: independent players; use own toys.

    • Parallel: plays alongside or nearby; not with others.

    • Cooperative: Complex organization; shared goals.

      Paarten 1932, Isenberg & Jalongo 2001


    Do you see the styles l.jpg
    Do You See the Styles?

    • Outdoor playscapes provide additional opportunities for children to initiate & engage in a range of social maturity.

    • Children need various opportunities to practice where they choose to be cooperative & where they prefer to be solitary players.


    Play is emotional l.jpg
    Play Is Emotional

    • Enhance self-esteem.

    • Promote self-concept.

    • Risk free, new experiences.

    • Test Individual strengths.


    Play is cognitive l.jpg
    Play is Cognitive

    • Children make sense of the world.

    • Solve relevant problems.

    • Express thoughts.

    • Interpret & plan action.

    • Use language.


    What is needed for play l.jpg
    What is Needed for Play?

    • Time

    • Opportunity

    • Materials


    Play out of doors l.jpg
    Play Out-of-Doors

    • The out-of-doors environment provides a broad range of opportunities uniquely different from traditional indoor play activities.

    • Consider the different materials, opportunities & people.


    About time l.jpg
    About Time

    • At least 30-50 minutes needed for quality play.

    • Time to explore different materials & people before play begins.

    • First, the child explores the object to determine “What does this object do?” Then, the play begins when the child asks, “What can I do with this object?”


    About opportunity l.jpg
    About Opportunity

    • Outdoor play is not a privilege earned after the “real work” of school is complete.

    • Outdoor play holds legitimacy for children’s learning.

    • Provide both guided & free play.


    Guided free play l.jpg
    Guided & Free Play

    • Both are important.

    • Guided play relates to theme/curriculum objectives.

    • Free play chosen by child.


    Guided play l.jpg
    Guided Play

    • Art- sketches of bird habitats.

    • Constructive- replicate animal habitats.

    • Role play- bears in cave.

    • Language Arts- poems associated with theme.

    • Science- record pond data.


    Free play l.jpg
    Free Play

    • Role play- NASCAR

    • Constructive- sand, water, dirt

    • Art- sculptures (snow, sand, stones)

    • Gross motor- running, ball toss

    • Science- sand castles, finger paint


    About materials l.jpg
    About Materials

    • Use both man-made & natural.

    • Provide a broad range.

    • Allow innovative use.


    What about learning l.jpg

    Intellectual

    Academic

    Social

    Emotional

    Physical

    What About Learning?


    Learning outdoors l.jpg
    Learning Outdoors

    • The out-of-doors becomes the integrating context for learning.

    • Do not necessarily focus learning about the environment, or limit to environmental awareness.

      Smith-Walters, 2004


    Types of learning l.jpg
    Types of Learning

    • Formal- curriculum / objectives

    • Informal- parks, community, project work, play


    Indoor outdoor classrooms l.jpg
    Indoor & Outdoor Classrooms

    • The two build & extend from one another.

    • Both hold value for children’s learning.


    What about the outdoor classroom l.jpg
    What About the Outdoor Classroom?

    • Breaks down traditional boundaries between disciplines.

    • Provides hands-on learning experiences.

    • Allow students with a variety of learning styles & backgrounds to experience success.

    • Fosters students’ skill & ability.

      Smith-Walters, In Press


    Slide36 l.jpg


    The outdoor classroom l.jpg
    The Outdoor objectives are met in innovative ways.Classroom

    • What is it?

    • What does it look like?

    • Who can use it?

    • Where is it?

    • What do you do?

    • Why bother?


    What is it l.jpg
    What Is It? objectives are met in innovative ways.

    • Schoolyard

    • Neighborhood

    • Community

    • Park


    What does it look like l.jpg
    What Does it Look Like? objectives are met in innovative ways.

    • Simple & not expensive:

      • A window

      • A birdhouse

      • A picnic table

      • A field


    Who can use it l.jpg
    Who Can Use It? objectives are met in innovative ways.

    • Anyone who plans ahead.

    • Urban, rural, or suburban can participate.

    • Indoors used to plan & follow up.


    Who teaches out doors l.jpg
    Who Teaches Out Doors? objectives are met in innovative ways.

    • Teachers

    • Community Members

    • Parents


    Where is the outdoor classroom l.jpg
    Where Is The Outdoor Classroom? objectives are met in innovative ways.

    • Anywhere/everywhere

    • Simple

    • Inexpensive


    Slide43 l.jpg


    What do you do l.jpg
    What Do You Do? time, a bird habitat can develop. Children observe, make notes, sketch, do research, & take pictures.

    • Observe a bird feeding station.

    • Plant a windowsill garden.

    • Draw at a picnic table.

    • Read at a gazebo.

    • Measure pathways.

    • Play at the playground.

    • Build a pond.


    Slide45 l.jpg


    What to do l.jpg
    What To Do? the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    • Plan regular intimate time outside.

    • Use indoors to plan & follow up.

    • Allow transition times.

    • Examine your playscapes.


    Benefits of the outdoor classroom l.jpg
    Benefits of the Outdoor Classroom the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    • Promotes student performance.

    • Improves standardized test scores.

    • Improves grade point average.

    • Increases willingness to stay on task.

      continued….


    Benefits continued l.jpg
    Benefits Continued the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    • Greater adaptability to various learning styles.

    • Promotes problem solving & conflict resolution opportunities.

    • Provides for social, emotional, & cognitive development.

    • Promotes physical development.

      Smith-Walters, In Press


    Why bother l.jpg
    Why Bother? the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    • Healthiest & richest forms of play

    • Transcendental play

    • Relevant exploration of world

      Joe Frost, 2004


    What do children do in the outdoor classroom l.jpg
    What Do Children Do in the Outdoor Classroom? the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    • Use different communicative skills.

    • Interact with non-school personnel.

    • Engage real problem-solving.

    • Use different equipment, instruments, & tools.


    Benefits for educators l.jpg
    Benefits For Educators the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    • Enhance environmental awareness.

    • Promote sensitivity.

    • Increase commitment.

    • Promote activism.


    The out of doors curriculum l.jpg
    The Out-of-Doors the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.& Curriculum


    Curriculum integration l.jpg
    Curriculum Integration the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    • The out-of-doors has an abundance of hands-on opportunities to explore curriculum.

    • Themes can be extended for numerous hands-on activities.


    Slide54 l.jpg

    Concept the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.Map: Pathways

    What different kinds?

    What materials?

    Where are they

    today?

    Who designed the

    pathways?

    How many are there?

    Are there different materials

    used to maintain pathways?

    What about our school pathways?

    Who maintains the pathways

    What are the rules for the

    pathways?

    What equipment and what uses?

    Pathways

    What are the different

    Uses for the pathway

    What rules for the

    pathways?

    Buses

    Crossing

    Guard

    Bikes

    Police

    Signage

    Pedestrians

    Cars

    wheelchair


    The outdoors curriculum l.jpg
    The Outdoors Curriculum the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    • Traditional learning applied in different ways.

    • Problems relevant to children’s interests.

    • Use traditional content areas.

    • Different modes of communication.


    How to collect information l.jpg

    Journals the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    Learning logs

    Sketches

    Videos

    Tape Recordings

    Photographs

    Rubbings

    How To Collect Information:


    How to represent the information l.jpg

    Narrative the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    Graphs

    Drawings

    Diagrams

    Numbers

    Rubbings

    Role Play

    How to Represent the Information?


    Integrate curriculum l.jpg
    Integrate Curriculum the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    • The indoor & outdoor classrooms build on one another.

    • Plan & follow-up learning indoors.


    What about science l.jpg
    What About Science? the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    • Children’s outdoor play underlies scientific theory-building.

      Chaille & Britain, 2003


    What about physics l.jpg
    What About Physics? the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    • Movement experiences with bodies & objects.

    • Running, skipping, throwing, & falling.

    • Using balls, swings, & sliding.


    Using slides l.jpg
    Using Slides the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    • A pendulum & an inclined plane.

    • Allow children to explore, experiment, & interpret.

      Morrison, 1995


    Science the outdoors l.jpg
    Science & the Outdoors the outdoor classroom. Before they appreciate the out-of-doors as a distinct environment, children need numerous structured & unstructured outdoor experiences.

    • Less explicit clues.

    • More materials.


    Slide63 l.jpg


    Introduce children to l.jpg

    Pendulum projects allow children to observe & collect data for analysis & interpretation.

    Levers

    Pressure

    Motion

    Dreyer & Bryte, 1990

    Teeter-Totters

    Balls

    Parachutes

    Balance Beams

    Introduce Children To:


    Questions for the children to ask l.jpg
    Questions For the Children projects allow children to observe & collect data for analysis & interpretation. to Ask:

    • Can I make it move?

    • Can I change it?

    • How do I fit?

      Chaille & Tian, 2004


    Outdoor materials to change l.jpg
    Outdoor Materials to Change projects allow children to observe & collect data for analysis & interpretation.

    • Sand

    • Dirt

    • Water


    What is science l.jpg
    What is Science? projects allow children to observe & collect data for analysis & interpretation.

    • Science is, “a style that leads a person to wonder, to seek, to discover, to know, & then to wonder anew.”

      Holt, 1991, p. 181


    Ecological perspective l.jpg
    Ecological Perspective projects allow children to observe & collect data for analysis & interpretation.

    • Help children to understand the complex relationship in the world.

    • Help children understand the long-term effects of human actions on these patterns.

    • Learn about the living natural world.

      Chaille & Britain, 2003


    Slide69 l.jpg


    What about art l.jpg
    What About Art? learning opportunities. As a wetland, children observe & record information.

    • Getting out – out of the usual, out of the ordinary, out of the box, out of our mindsets– one of the goals of the creativearts.

      Curran, 2004


    What is art l.jpg
    What is Art? learning opportunities. As a wetland, children observe & record information.

    • Making the strange familiar & making the familiar strange is an accordion-like process of learning & innovation.

    • The outdoors provide unique artful opportunities.

      Gordon & Poze, 1972


    Zen of seeing l.jpg
    Zen of Seeing: learning opportunities. As a wetland, children observe & record information.

    • Avoid looking at papers while drawing.

    • Keep your eyes on the subject.


    Sense of place l.jpg

    Built Environments learning opportunities. As a wetland, children observe & record information.

    Clubhouse

    Bench

    Window

    Wall

    Natural Environments

    Trees

    Bushes

    Water

    Sense of Place


    Found art l.jpg

    Natural learning opportunities. As a wetland, children observe & record information.

    Leaves

    Rocks

    Branches

    Man-Made

    Metal

    Plastic

    Glass

    Found Art

    Found Objects: natural & man-made


    Photo text l.jpg
    Photo - Text learning opportunities. As a wetland, children observe & record information.

    • Using photographs, children make meaning of their world.

      Mueller, 1993


    Geography is field oriented integrate into other studies l.jpg

    Geography is field-oriented. learning opportunities. As a wetland, children observe & record information.

    Integrate into other studies.

    What About Geography?


    Field orientated projects l.jpg
    Field-Orientated Projects: learning opportunities. As a wetland, children observe & record information.

    • More creative discussion.

    • Produce original, high quality work.

    • Improve team skills as leaders.

    • Improve task management.

    • Facilitate communication.

    • Greater enthusiasm.

      Beirsdorfer & Davis, 1994


    Why field oriented learning l.jpg
    Why Field-Oriented Learning? learning opportunities. As a wetland, children observe & record information.

    • Positive effects upon students’ understanding & long term retention of targeted concepts.

      Mackenzie & White, 1982


    What about language arts l.jpg
    What About Language Arts? learning opportunities. As a wetland, children observe & record information.

    • Reading

    • Writing

    • Listening

    • Speaking


    Outdoor education can l.jpg
    Outdoor learning opportunities. As a wetland, children observe & record information.EducationCan:

    • Create a context where adults can intervene in shaping the behaviors.

    • Children communicate with non-school personnel.

      Lynn, 1999


    Children can l.jpg
    Children Can: learning opportunities. As a wetland, children observe & record information.

    • Pose & solve real problems.

    • Develop civic competence.

      Stone & Stone, 2004


    What about social studies l.jpg
    What About Social Studies? learning opportunities. As a wetland, children observe & record information.

    • Economics

    • Geography

    • History

    • Sociology

    • Political Science


    Outdoor games l.jpg
    Outdoor Games learning opportunities. As a wetland, children observe & record information.

    • Study & model historical games:

    • How did the culture/society play?

    • Who played?

      Stone & Stone, 2004


    Children with special needs the out of doors l.jpg
    Children With Special Needs & the Out-of-Doors learning opportunities. As a wetland, children observe & record information.

    • Not merely a logistic placement.

    • Plan for meaningful participation.

    • Engage activities at their highest level.


    Supporting children with special needs l.jpg
    Supporting Children learning opportunities. As a wetland, children observe & record information.With Special Needs

    • Be non stigmatizing & unobtrusive.

    • Observe child’s right to control environment.

    • Respect/support individual autonomy.

      Kreft 2004


    What to consider l.jpg
    What To Consider learning opportunities. As a wetland, children observe & record information.

    • Develop with input from family members.

    • Consistently monitor & evaluate.

    • Build a sense of community.

    • Facilitate acceptance of difference.


    Ask yourself l.jpg
    Ask Yourself: learning opportunities. As a wetland, children observe & record information.

    • What are children’s specific strengths & needs?

    • What outdoor aspects are particularly pleasing?

    • What multi-sensory activities are available?

    • What adaptations are necessary?


    What about recess l.jpg
    What About Recess? learning opportunities. As a wetland, children observe & record information.

    • Nearly 40% of American schools have removed recess completely as compared to only 10% in 1989.

      Kieff, 2002 & Pellegrini, 1995


    Recess behavior l.jpg
    Recess & Behavior learning opportunities. As a wetland, children observe & record information.

    • With recess on task 90% of the time – only 7% fidgeting.

    • Improvement for students with ADD & gifted.

      Jarrett et. al, 1998


    Recess as a small society l.jpg
    Recess As a Small Society: learning opportunities. As a wetland, children observe & record information.

    • Members must:

      • Be governed by rules.

      • Accomplish tasks.

      • Be socialized.

      • Be limited to feelings, behaviors, & attitudes.

      • Socialize with others.

        Pellegrini & Bjorklund, 1996


    What about rough and tumble play l.jpg
    What About Rough and Tumble Play? learning opportunities. As a wetland, children observe & record information.

    • Understand play face.

    • Indicates trust.

    • Demonstrates affection.


    Why recess l.jpg
    Why Recess? learning opportunities. As a wetland, children observe & record information.

    • Children understand their world when they are active & when they seek solutions for themselves.

    • Children develop social knowledge & skills.


    Resources l.jpg
    Resources: learning opportunities. As a wetland, children observe & record information.

    • http://www.naaee.org/npeee/

    • rescourcecollection-intro.html

    • The Coalition for Education in the Outdoors

    • Outward Bound

    • Foxfire Approach

    • http://www.righttoplay.com

    • http://www.ipausa.org


    Bibliography l.jpg
    Bibliography learning opportunities. As a wetland, children observe & record information.

    Beiersdorfer, R.A. & Davis W.E. (1994). Suggestions for planning a class field trip. Journal of College Science Teaching, 23, 307-311.

    Chaille, C & Britain, L. (2003). The young child as scientist: A constructivist approach to early childhood science education. New York: Allyn & Bacon.

    Curran, J. In press. The outdoors and art. In K. Burris & B. Foulkesboyd (Eds.), Outdoor learning and play: Ages 8-12. Olney, MD: Association for Childhood Education International.

    Chaile, C. & Tian, X. In press. Outdoors and science. In K. Burris & B. Foulkesboyd (Eds.), Outdoor learning and play: Ages 8-12. Olney, MD: Association for Childhood Education International.

    Dreyer, K.J. & Bryte, J. (1990). Slides, swings, and science. Science and Children, 36-37.


    Slide95 l.jpg

    Frost, J. In press. The out-of-doors and play. In K. Burris & B. Foulkesboyd (Eds.), Outdoor learning and play: Ages 8-12.

    Olney, MD: Association for Childhood Education International.

    Gordon, W.J.J. & Poze, T. (1972). Strange & Familiar. Boston, MA: Synectics Education Systems.

    Holt, B. (1991) Science with young children. Washington, DC: National Association for the Education of Young Children.

    Isenberg, J.P., & Jalongo, M.R. (2001). Creating expression and play in early childhood. New Jersey: Merrill Prentice Hall.

    Jensen, E. (2000). Moving with the brain in mind. Educational Leadership, 58 (3), 34-37.


    Slide96 l.jpg

    Mackenzie A., & White, R. (1982). Fieldwork in geography and Long-term memory structures. American Education ResearchJournal, 19, 623-632.

    Morrison, K.(1995). Science by discovery. Texas Child Care.

    Mueller, F. L. (1993).  Phototext Authoring:  Embracing diversity in the classroom. Paper and activity presentation at the 1993 National Staff Development Council Annual Conference, Dallas, TX.

    Parten, M. (1932). Social Participation among preschool children. Journal of Abnormal and Social Psychology, 27, 243- 269.

    Smith-Walters, C. In press. The outdoors classroom. In K. Burris & B. Foulkesboyd (Eds.), Outdoor learning and play: Ages 8-12. Olney, MD: Association for Childhood Education International.

    Stone, S. & Stone, W. In press. The outdoors and social studies. In K. Burris & B. Foulkesboyd (Eds.), Outdoor learning and play: Ages 8-12. Olney, MD: Association for Childhood Education International


    Slide97 l.jpg

    The Outdoor Classroom and Long-term memory structures.

    Is Your Choice

    • Meet curriculum objectives.

    • Provide for children’s play.

    • Extend understanding of the world.


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