This tepee tent functions as a play space and a classroom. It is centrally located to the school and incorporates a vegetable garden (photo courtesy of Singleton Primary School). Best practice play spaces nature is more critical than it was for past As well as the value of play itself, play spaces generations of children, as their opportunity to do provide important learning opportunities for so spontaneously has diminished in the face of students. A compelling body of evidence4 has more built up suburbs, manicured parks and shown that through play in nature, children backyards, restricted freedom to roam within their improve cognitively, emotionally, socially, neighbourhood, and greater time spent in physically and behaviourally. Furthermore, sedentary and indoor activity6. research4 identifies that play and learning are inseparable dimensions particularly in early schooling years and that teachers achieve the best educational results when they focus on supporting children’s play. The Early Years Learning Framework for children from birth to five years of age emphasises the need for a ‘play based learning context’, with a focus on the natural environment (Outcomes 2,3 Details of the Early Years Learning Framework are available from the Australian 5 and 4), so that children may learn about the social Government’s, Department of Education, Employment and Workplace Relations website: framework. For information on the outcomes refer to the key document world5. Belonging, Being & Becoming-The Early Years Learning Framework for Australia. Martin, K. and L. Wood. “‘We Live Here Too’…. What Makes a Child Friendly 6 Neighbourhood?” In Wellbeing: A Complete Reference Guide. , edited by Rachel Martin, K. (2010). Putting Nature back into Nurture: The Benefits of Nature for Davies-Cooper and Cary Cooper Elizabeth Burton: Wiley-Blackwell publishing, 4 Children. Perth, Western Australia, Department of Sport and Recreation, The 2013 (in press). Government of Western Australia. Proactively providing opportunities to play in
This tepee tent functions as a play space and a classroom. It is centrally located to the school and incorporates a vegetable garden (photo courtesy of Singleton Primary School). Best practice play spaces As well as the value of play itself, play spaces provide important learning opportunities for students. A compelling body of evidence4 has shown that through play in nature, children improve cognitively, emotionally, socially, physically and behaviourally. Furthermore, research4 identifies that play and learning are inseparable dimensions particularly in early schooling years and that teachers achieve the best educational results when they focus on supporting children’s play. The Early Years Learning Framework for children from birth to five years of age emphasises the need for a ‘play based learning context’, with a focus on the natural environment (Outcomes 2,3 and 4), so that children may learn about the social world5. 4 Martin, K. (2010). Putting Nature back into Nurture: The Benefits of Nature for Children. Perth, Western Australia, Department of Sport and Recreation, The Government of Western Australia. Proactively providing opportunities to play in nature is more critical than it was for past generations of children, as their opportunity to do so spontaneously has diminished in the face of more built up suburbs, manicured parks and backyards, restricted freedom to roam within their neighbourhood, and greater time spent in sedentary and indoor activity6. 5 Details of the Early Years Learning Framework are available from the Australian Government’s, Department of Education, Employment and Workplace Relations website: framework. For information on the outcomes refer to the key document Belonging, Being & Becoming-The Early Years Learning Framework for Australia. 6 Martin, K. and L. Wood. “‘We Live Here Too’…. What Makes a Child Friendly Neighbourhood?” In Wellbeing: A Complete Reference Guide. , edited by Rachel Davies-Cooper and Cary Cooper Elizabeth Burton: Wiley-Blackwell publishing, 2013 (in press).
Play-Space-Guide.docx