Effects of Outdoor Play on Child Development

Effects of Outdoor Play on Child DevelopmentThe aim of this project is to explore the effect of open-air(prenominal) play on childrens social, stimulated and physical development. According to Bruce (2004) play is probably one of the least understood aspects of an early-childhood practitioners work (p.135). The conceptualisation of play is sh bed by many opposite early childhood practitioners for whom play is considered essential, as an activity promoting chance oning (p.135). Outdoor play is a much ask activity in the early childhood. You may ingest come across a child performing and you ar sure he/she is having a fun cadence. Therefore, play is the building block of a childs intellectual skills. Through play child develops social, excited and physical skills. The outdoors according to Letter Wyver (2008) presents obvious opportunities to behave and be active, and for children to discover and eng geezerhood with the lifelike environment, as well as the chance for open ended activities such as sand water play, construction and lay down play.According to Hutt et al (1989, p.10) the emotional and social development of pre- nurture children depends crucially upon play term Penn (2008) asserts that to learn about child development is to learn about Piaget (p.41). As Piaget focused on how children take knowledge, he tried to understand how children change the way they think, how babies show intense reactions to external stimuli them (Penn, 2008). Ibid (2008) asserts that it was Piaget who provided a theoretical legitimating of learning through and through play. In addition, Berk (2009), Keenan (2002) Bruce (2004) are cockeyed believers that children actively explore their environment and are influential in shaping their own knowledge. They believe that it was through social interaction with more(prenominal)(prenominal) experienced and more knowledgeable members of the society parents, relatives, teachers, peers etc. that children are able to ac quire the knowledge and skills that a culture deems to be eventfulAccording to Bruce (2004) there is no sop up definition for play. It is still an umbrella world (Ibid, 1991), while other early childhood practitioners defined play as childs work. Play is primary way children excerpt their social nature (Strickland et al, 2003). Ibid (2003) argued that all kids enjoy playing alone some of the time while some prefer to play with others (social play) much of the time. Play is an full part of learning. Piaget defined play as a kind of scientific rehearsal (Penn, 2008 p.43). While Bitton (2010) stated that play offers a meaningful context for children and that it is alone when a situation has meaning and purpose that children can function at a higher level (p.49). Childrens emotions are ways in which they react to situations while social development refers to how they get alone with peers and form relationships (Ashiabi, 2007). Furthermore, emotional and social developments are link ed because childrens social interactions are usually emotionally charged (Ibid, 2007).To all the way explore the role of outdoor play on social, emotional and physical development. Strickland et al (2003) asserts that outdoor play is critical to the social development of 3-4 year hoary children, and to girls in particular when it comes to building self confidence (p.2). In addition, children learn to be more empathy and less egocentric through play and they develop more skills for coping with conflict while boys tend to engage in more social dramatic outdoor play than indoors outdoor play allows boys who are more physical to assume leadership roles (Srickland, 2002) and perhaps get more positive affirmation than they do inside. White (2007) confirmed that when given the choice, the outdoors is where intimately children want to be and playing outdoors is preferable to indoors. In support of this argument, Eustice Heald (1992) argued that outdoor play is an extension of classroom activities which summarises the beliefs of early year management that children learn best by exploring, investigating and solving problems outdoors (p.7). While Alfano (2010) asserts that playing outdoors is a form of exercise that promotes well-being and wholesome physical developments and that children are naturally drawn to active play outdoors. One of the obvious benefits of getting kids outside to play is the increased exercise they will be getting as opposed to setting in front of the T.V. or computer.Most early years scholars have also assert that when children play outdoors they are maturation mentally, emotionally, socially, and physically. This view is supported by Johnson et al (2002) that children gain lots of opportunities outside to develop basic social skills and social competencies e.g. running, jumping cycling, hide and seek, sing sensing, catch noise, make mess, crawl, and explore the natural world unchallenged. While Brice (2004) viewed that through play, childr en develop initiative and are strengthened to face challenges in life (p.134). More so, playing outdoors reduces stress in kids. Children express and work out emotional aspects of everyday experiences through unstructured play (Levesque. 2011). Whilst Strickland (2002) argued that there are also opportunities for emotional development as children test their limit and challenge themselves to try things that may be just at the edge of their reachMoreover, most theorists found that pretend play outdoors was the most dominant form of play (Bulton, 2002). Perhaps thats why theorists such as Piaget and Vygotsky assert that pretend play provides children with opportunities to practice grown up and perspective talking (Ashiabi, 2007 p.2002). Also, in pretend play a child is always to a higher place his average age (Penn, 2008 p.44) and above their daily behaviour. In addition, Wyver Little (2008) asserts that play also facilitates language development, creative thinking and problem-solvi ng and helps children deal with complex and competing emotions.In view of the above statement, parents should allow their children play with other children because it helps in the emotional and social development. Although social and emotional benefits of outdoor play may not be in clear cut, one benefit from research is that it allows kids to move freely, make noise and self-express themselves in ways that many not be encouraging inside. Outside play encourages logical thinking and the ability to reason through highly interactive activities such as building sand-castles, playing games with friends, playing puzzles with friends etc. Time spent outside with peers helps to create social skills that are needed for great tidy friendship (Brouillette, 2010). While Froebal cited by Bruce (2004) stated that play is the highest level of learning.activities of the child (p.132). While Siraj-Blatchford et al (2002) cited by Bruce (2004) shows that the richest play is found curiously in nurs ery schools. According to Little Wyver (2008) the significance of outdoor play as an essential part of every childs life has also been acknowledged by the United Nations Convention on the Rights of the Child Article 31 supports a childs right to rest and leisure, and to participate in play and recreational activities appropriate to the age of the child.There are other reasons why playing outdoor is important for children, according to Stewart (2010) when children play outside, they are more likely to maintain a healthy weight because they get the chance to burn off extra calories by running, jumping, climbing, riding bikes, yelling etc. which can also lead to better sleep. Also, the above exercise help children to develop small and large muscles, strengthened bones, increases flexibility, fine and gross motor skills and improves their overall health (Ibid, 2010). In addition, outdoor play is important in early childhood because it helps in the physical development of the child as o besity is a common problem among children today (Pillar, 2010). Therefore, engaging in outdoor play helps in preventing childhood obesity.More so, Vitamin D is essential for the skin and can only be derived by playing outdoors as it is impossible to get an adequate amount from food and vitamins alone. Getting kids outdoor increases the exposure to sun and their natural production of Vitamin D.In contrary to the above advantages of outdoor play, White (2007) argued that today it seems that the motivation for childrens outdoor play has declined because global society is very busy in its day-to-day activities and over protected parents. Furthermore, many school age children have too much homework after school, therefore having less time for outdoor play. Whilst those without homework are too busy/ work-shy watching T.V, playing computer games, or pre-occupied chatting with friends on-line. Lastly, some parents are too busy with work and other activities (watching T.V, Football, cooking ) to see to their childrens adequate outdoor play. Some parents are so paranoid that every man outside the street with big glasses/spectacles is a pervert or paedophile waiting to antiaircraft or abduct their children as they play outside.Furthermore, social and environmental factors have greatly impacted on childrens opportunities for outdoors play. Little Wyver (2008) asserts that where once children may have spent time playing in the street riding bicycle, playing chasing games, and hide seek etc, increased traffic has made these areas and play opportunities off-limits for children as the changes are far too great. Children are now confined to classroom, backyards or local parks for relatively safe places to play. Also, Ibid (2008) stated that increase demand for house in many areas, particularly urban areas, is eroding childrens play ground.Lastly, according to Johnson et al (2005) providing for outdoor play needs for children is a complex and challenging task. A variety of factors must be considered, including the various play needs of young children, supervision, safety etc. while many educators, politicians, and parents believe outdoor play takes time away from academic activities as a result, recess and physical education in many schools is limited or totally eradicated (Sutterby Frost, 2002 cited by Johnson et al, 2005).