Activity 3.5 | Hands: Creating a relationship with the Outdoors
| Site: | RRU Open Educational Resources |
| Course: | Learning to Lead |
| Book: | Activity 3.5 | Hands: Creating a relationship with the Outdoors |
| Printed by: | Guest user |
| Date: | Sunday, 11 May 2025, 6:02 PM |
Our Hands
So far, in Module 3 of this course, we have looked at leading from the Heart and the Head. As we near the end of our studies the subsequent two activities are about leading with the Hands.
What kinds of work do we do with our hands?
We prepare our learning environment and model how to care for the many parts of our daily world. Each educator brings their own strengths to share with the children. Some are creative with food, a necessity of life, but that often becomes a struggle between picky eaters and adults with strong beliefs and values. Other educators love sharing creativity in art and enjoy finding different materials that children can explore with their senses of touch, sight, and smell. Some educators enjoy exploring the sense of sound by making music with a variety of instruments, singing, chanting and the quieter sounds of nature such as buzzing insects or running waters. There are many educators who think the best part of the day is being outdoors; the exuberance of physical activities such as running and jumping and climbing; or the quieter moments of feeling the nip of a frosty morning or the warmth of a sunny afternoon. Most children love to play with sand or soil, experimenting with water making rivulets or puddles, stacking rocks or piling fallen leaves. Walking in the forest is calming for many humans, feeling the quiet, hearing a branch rustle as a small animal scurries off to hide itself, the earthy smell of conifers or the sudden sight of a bright ripe berry. What wonderful memories are created for a child enjoying the sounds, smells and sights on a forest walk!
There are many resources available for educators who want to be inspired to share the wonders of the outdoors with young children. Consider allowing some of your budget to buy books about outdoor planning and play and encourage educators to visit libraries and share favourite articles in a binder.
The BC Early Learning Framework is a resource that educators in BC use frequently to inspire pedagogical narrations or learning stories about moments in time in the outdoors. Take some time to familiarize yourself with the document, especially Section 3.
Reference
British Columbia Ministry of Education. (2019). British Columbia early learning framework. Ministry of Education, Ministry of Health, Ministry of Children and Family Development, & Early Advisory Group. https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach/early-learning-framework
Outdoor Play
Outdoor Play Canada (n.d.) is a valuable resource that helps you find the latest information and research. The following infographic is one of their helpful resources:
Designing outdoor environments
Designing the outdoor environment should begin with a discussion between the manager and educators. Earlier in the course, we investigated resources for creating accessible environments.
Parent or community input may be valuable once a draft plan is in place. The manager needs to know what structures are preferred, how much funding is available, the purposes for the different spaces. The manager may need to write a grant proposal to access more funding. In the initial planning the centre may start out with simple learning areas if funding is limited. Be sure to plan ahead for more construction and equipment as funding becomes available. Quiet spaces for connecting with nature, interest areas that motivate and inspire, along with larger spaces that develop children’s large muscles and sophisticated play skills are basic requirements. A structure that has multiple identities rather than one use will be more interesting to the children’s curiosities and imagination. According to the Reggio Emilia approach the environment is the third teacher.
As you gather feedback from staff, parents and children ask yourself How will your outdoor spaces connect with a smooth transition to indoor space. Consider including children’s feedback in your planning:
- How would you ask children about the outdoor space?
- What do they tell you about their likes?
- Do their responses change with the seasons?
- How do your observations about children’s outdoor play influence your design?
Check out this article about Nature-Based Mindfulness for More Calm & Peaceful Kids from the National Association for the Education of Young Children, Washington DC
References
Outdoor Play Canada. (n.d.). Resources. https://www.outdoorplaycanada.ca/resources/
Wiedel-Lubinski, M. (2019, February 6). Nature-based mindfulness for more calm & peaceful kids. National Association for the Education of Young Children.https://www.naeyc.org/resources/blog/nature-based-mindfulness
Outdoor Accessibility
Just as your indoor spaces accommodate the needs of all children, so should the outdoors. The equipment must be developmentally appropriate and have enough for several children to use together. Consider safe play, such as separating tricycle pathways from chalk drawing areas. Will you decide to label storage bins for easier clean up and facilitate a print-rich environment?
For further information on design guidelines for child care centres go to this BC government resource that is a comprehensive guide for planning.
Safety
Examine the outdoor area daily to ensure there are no new dangers such as broken glass, animal excrement, insect hazards such as wasp nests, holes or other natural objects that may cause a fall or a poke, surfaces that may become too hot or too cold, and other hazards that may have recently appeared. The manager may be the one to check spaces, delegate others, or perhaps take turns.
Think about a specific outdoor area that you often visit with children.
- What do you like about it?
- Why do the children enjoy spending time there?
- How might play change with seasons or weather conditions?
Next, draw a map like a treasure hunt that leads from one activity to another:
- What do you need to consider regarding accessibility and safety?
Finally, make a list of your responsibilities as the leader of this expedition:
- What materials do you need?
- Who do you delegate to certain duties?
- How can you share the experiences with the parents? With a poster, pedagogical narrations, or what other ideas?