Evaluate the current design using your course materials and reading.

Research has shown that outdoor play helps to decrease aggression and bullying

between students, and so deep consideration should be explored when creating the

learning environment (Bullard, 2017). There are many physical and mental health benefits

of outdoor play which support the development of coordination, balance, body

awareness and confidence, wellbeing and self esteem (Bullard, 2017). The positive

outcomes that outdoor play has on mental health are also translated into the emotional

and social domains. Children will experience higher self-worth and better self-concept

when they are exploring nature and their outdoor environment (Bullard, 2017). The

original play environment includes, swings, bikes, gathering areas, gardening spaces

and places for imaginative play.

Including a swing set within the environment promotes relaxation and opens the

child’s mind to imagination through exploring the feelings of what flying would be like

(Bullard, 2017). The action of swinging builds a child’s core strength and in turn positively

impacts their balance and coordinations skills.

Gross motor skills and balance can be further enhanced through wheeled

vehicles, where the students can learn about road safety and transportation. The students

gain spatial awareness, muscle and core strength along side coordination and confidence

that they can use throughout their lives (Bullard, 2017). These vehicles support the

development of imaginative play, where open objects can be used as a variety of

different modes of transport during different play scenarios.

There is the inclusion of one gathering area, a foyer between classrooms. This

area can be used to bring all the students together and promote discussion between each

students and each class (Bullard, 2017). Group performances can be carried out in this

space as well as whole class storytelling (Bullard, 2017). This area contains pillows and
soft materials for the students to cosy up in, ensuring a safe space for relaxation and

comfort.

In this gathering space, there is also a vegetable garden. This provides the

students with a sense of responsibility and cooperation (Bullard, 2017). The children have

to learn to work together, to look after plans and explore the science behind growing

vegetables. This garden can promote discussions around health and nutrition and

provide the students with skills that will be immensely important throughout their

lifetime (Bullard, 2017).

An overall layer of imaginative play can be seen within the environment,

however, more specific changes could enhance this development. The inclusion of a

cubby promotes symbolic representation and cognitive development, as well as social

development (Bullard, 2017). The students begin to learn about each other and how to

communicate and act within group scenarios (Bullard, 2017). This development of

narrative and fantasy promotes creative thinking, the highest level of thinking, and is

therefore pivotal in the development of cognitive thinking skills (Bullard, 2017).

Although the play area did include a variety of different aspects, multiple

components that are key for development have been overlooked. Elements such as

climbing frames for arm strength, slides, sticks, messy play, water, plants to promote

insects, secret places and loose pieces could be included to make the area more dynamic

and developmentally aligned (Bullard, 2017).

Write an explanation and justification of your choices, inclusions and exclusions.

The creation of a nature aligned play area promotes experimentations with mathematics

and science and different experiences to that of a ‘plastic’ play space. The children are
able to explore wet and dry properties, empathy, textures and habitats based on

materials that are found within a nature play environment (Robinson et al., 2018).

By including a pathway and a variety of vehicles the students are able to

transport materials and equipment around the play area. The vehicles aid to facilitate

imaginary play which is commonly understood to be pivotal in cognitive development

(Robinson et al., 2018). Shelter for the equipment is necessary to protect the working order

of the vehicles (Robinson et al., 2018).

By surrounding the pond with rocks, having a gravel path, a sandpit, wooden

logs, grass, sticks and bushes, a variety of different textures have been provided to the

students (Robinson et al., 2018). These textures impact positively on a the way children are

stimulated and the development of their sensory learning (Robinson et al., 2018). Providing

a variety of textures creates neural pathways within the brain that lay the foundations for

cognitive development (Robinson et al., 2018).

The inclusion of a recycling water feature encourages play that is deeply sensory

and delves into cognitive function (Robinson et al., 2018). It requires the students to focus

and concentrate on mixtures and solutions that they are making, as well as often being

aligned with a play narrative (Robinson et al., 2018). These imaginary play scenarios are

vital for providing science and maths opportunities that are experienced during messy

play (Robinson et al., 2018).

Keeping the trees and planting new bushes provides shade spaces, secret places

and an invitation to wildlife such as birds and insects. This supports a child’s

understanding of sustainability and empathy when dealing with living creatures

(Robinson et al., 2018). An aquaponic display also creates an awareness of cycles and an

understanding that everything impacts on everything else. The children learn to care for

the plants and curiosity and discussion is stimulated. The secrete spaces created by the
bushes allow the students to experience privacy and regroup themselves out of the sight

of their peers (Robinson et al., 2018). They help to balance social interactions with

individual wellbeing (Robinson et al., 2018).

An outdoor gathering area is integral for learning through stories and

performances (Robinson et al., 2018). It provides the children with a safe space to discuss

and elaborate play scenarios that may be carried out.

The addition of multiple different climbing activities allows the students to

utilise a range of actions and muscles when performing the task. This will ensure a

variety of muscles are developed and supported within the learning space. This

development of the cerebellum promotes balance, coordination and improved strength

(Robinson et al., 2018). As muscle memories develop they build a neural connection for

higher level thinking, which without, children struggle to learn formally and develop a

reduced cognitive strength (Robinson et al., 2018). Risky play on these high tyres, rope

swings or rock climbing wall develop higher level thinking skills such as reasoning,

problem solving, creativity and critical thinking (Robinson et al., 2018). This development

cannot take place within the classroom and explores the importance of an outdoor

environment that is stimulating enough to prompt such skills (Robinson et al., 2018).

Students become apparent with emotions and survival impulses that they would not

have been exposed to within the classroom (Robinson et al., 2018).

Imaginative play is vital in the early years as it develops higher level thinking

skills. Through imaginative play children often create a narrative filled with

opportunities for construction which support a child’s creative play (Robinson et al., 2018).

Construction is a creative activity that involves thinking and planning, as well as using

motor skills (Robinson et al., 2018). The inclusion of sticks, branches and a sandpit

provides essential support for the children and their constructive play. Sand creations
promote a highly sensory and reactive experience for the children (Robinson et al., 2018).

When mixing sand with water or stones, a child’s senses are enriched and their scientific

and cognitive pathways are enhanced (Robinson et al., 2018).

Imaginative play is crucial in early childhood education, it is how children

cognitively process their feelings, emotions, ideas, thoughts and experiences (Robinson et

al., 2018). When a child engages in imaginative play they are exploring the skill of

symbolic representation, which is key for development of flexible thinking skills and

creativity (Robinson et al., 2018). It is important for building intelligence and so

opportunities should be provided within the play area to ensure the students are able

explore symbolic representation (Robinson et al., 2018).

References

Bullard, J. (2017). Creating environments for learning: Birth to age eight (Third ed.).

Boston: Pearson.

Robinson, C. E., Treasure, T., O'Connor, D., Neylon, G., Harrison, C., & Wynne, S.

(2018). Learning through play: Creating a play-based approach within early

childhood contexts. South Melbourne, Victoria: Oxford University Press.