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Abstract

The following dissertation will explore the importance of outdoor play in Early Childhood Education and Care (ECEC) and examine where outdoor, risky play occurs in EYFS and KS1. Outdoor and outdoor, risky play can create a multitude of affordances for children that benefit their overall holistic development, including improved creativity, problem-solving and resiliency skills. In addition, it has been proven to be important in promoting mental health and a sense of stewardship over the environment. As a result, practitioners are evolving their pedagogies to incorporate more outdoor play into practice. However, this is impacted by guidelines, personal beliefs about outdoor play, and the emergence of performance-based assessment in EYFS (Early Years Statutory Framework) and KS1 (Key Stage 1). Outdoor play is becoming more significant in early childhood. Conversations throughout society have been sparked by growing concerns that children are not playing outside enough. Resulting in health issues, obesity, and poor mental health. These conversations can be timely as the Covid-19 pandemic and the rise of technology have arguably exacerbated this issue. Interestingly, despite growing concerns about children’s health, children still have issues accessing outdoor play compared to their predecessors. Societal avoidance attitudes towards risk are examined as a predetermining factor in why children are not accessing risky outdoor play. As a society, we naturally view children as vulnerable. Growing safeguarding concerns, and fears of litigation within early years settings, perhaps could perpetuate the view children need protection. Yet, in reality, children are capable beings, and instead, education needs to empower them within their play. Hence, they learn to cope confidently with risk and difficulty now and in their future lives. In addition, the combination of socio-economic and cultural changes, such as urbanisation, and the growing fears of traffic, ‘stranger danger’ and injury is explored as a potential reason for the decline in outdoor play. In an attempt to create more opportunities for children to play outdoors, there has been a popularity in practitioners becoming ‘Forest School trained’. Forest School trained practitioners, and indeed Forest School settings have been introduced to encourage children to embrace risk and create conversation about the changing Anthropocene.

Course: Early Childhood Studies - BA (Hons)

Date Deposited: 2024-05-15

URI/permalink: https://library.port.ac.uk/dissert/dis14396.html