Outdoor Learning Environments by Helen Little & Sue Elliott & Shirley Wyver

Author:Helen Little & Sue Elliott & Shirley Wyver
Language: eng
Format: epub
Publisher: Allen & Unwin
Published: 2017-08-17T04:00:00+00:00

How are educators creating safe, challenging and dynamic learning spaces?

The following two case studies offer examples of how early childhood education services are developing engaging and challenging spaces for children.

Case study 1: Madge Sexton Kindergarten, South Australia

Madge Sexton Kindergarten is one of 20 Department for Education and Child Development (DECD) preschools with outdoor learning areas that are being redeveloped as part of a $6 million project being undertaken by the South Australian Government. The 20 preschools will act as demonstration sites, supporting other education and care services to actively engage children, families and the local community in connecting with nature.

The service already had an enviable outdoor learning environment with lots of natural elements, but the preschool identified that, as competent and capable learners, the children needed to have more opportunities to challenge and develop their physical skills and competencies, and experience risk.

The first stage of the project was the development of a concept plan. The preschool had a strong commitment to listening to both the children’s and the community’s voice in the design and redevelopment of the outdoor space. A community development coordinator, who is based at a nearby children’s centre, supported the preschool’s development of a consultation plan and worked closely with the preschool to ensure that the area was accessible and available to the community ‘after hours’.

Kidsafe SA assessed the outdoor play area prior to completion to ensure that fixed equipment met Australian Playground and Equipment Standards (Standards Australia, 2014) and that the environment was safe from hazards. Educators also completed risk–benefit assessments on more challenging pieces of equipment—such as the slide, which is surrounded by natural rocks.

The service now has huge granite boulders with bowls dug out of them that can be used as mortars for use with pestles. A sensory fence sits alongside these installations, which enables children to use plants and loose materials in their play. Another addition is the planning of an outdoor fruit orchard, which the service intends to use in conjunction with its already established vegetable garden. The addition of loose parts, such as sticks and branches, increases choice and diversity in children’s play scenarios.

Educators state that the area is now used differently, with the environment being the provocation for children’s learning and there being a decreased reliance on educators setting up the environment. Educators have noted an increase in children’s risk-taking and a growing confidence in negotiation and climbing large boulders and navigating a rope bridge. Children have increased the amount of time they play outdoors, and educators have noticed an increase in the variety and type of children’s play and levels of engagement. The use of loose parts is not restricted to any particular area, and can be used throughout the service.

Further information on the DECD’s Preschool Outdoor Learning Project, including documentaries on the development of the first five sites and concept plans, can be found on the department’s website at <www.decd.sa.gov.au>.

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