Play and Voice, the Outdoors and Learning
Exlpore a range of research papers and book chapters relating to children's play and voice, the outdoors and learning.
'Just 5 more minutes!' Power dynamics in outdoor play
This paper considers power dynamics between children, parents and early childhood educators in an outdoor environment. Drawing on sociocultural theory the paper considers how power is constructed and viewed in relation to children’s play. The research focuses on three case study examples of outdoor social group play where power dynamics influence children’s choices and decisions, how they respond and how they negotiate to follow their play interests. The paper considers some of the dilemmas and intricacies of power dynamics between children, adults and the environment exploring the way in which children navigate those situations so that they can achieve ‘just 5 more minutes’ playing.
'Where's the bear? Over there!' Creative thinking and imagination in den making
This paper examines opportunities for creative thinking and imagination through den making in a rural private day nursery with its own woodland area on the borders of England and Wales in the UK. The research is underpinned by sociocultural theory and is an ethnographic study of non-participant observations of children aged between three and four years old and early years practitioners involved in supporting their play. The focus is on children's creative play in peer social groups and examines the way in which children explore their environment and utilise their play space and resources to sustain imagination and creativity. The research considers how the environment and den-making context provides opportunities for possibility thinking, where children are encouraged to explore ‘what if?’ questions.
Take two: Using video as an analysis tool for outdoor play
This chapter in the book The Sage Handbook of Outdoor play and Learning explores the use of video as a non-participant observational tool for outdoor play. It considers how video can play an important role in qualitative research, especially in capturing sequences of children’s play and the different ways in which footage can be utilized to stimulate debate around children’s play behaviours and preferences.
Play, Learning and Development
This chapter in the book Introduction to Play establishes that children’s play is at the heart of their learning and development. Play provides children with opportunities to explore, make meaning, test and problem-solve. It enables them to process their thoughts and emotions through making choices and decisions. All these attributes are linked to cognitive development; all are significant for learning and growing up in a complicated world. In this chapter we examine the impact of play from a socio-constructivist position where young children’s knowledge and understanding is shaped through engagement with their social and material environment.
Can you shout a little lounder? Listening and hearing children’s voices through play
Listening and hearing children as co-constructors and equal participants is a way of thinking about and seeing children’s interactions. This chapter in the book Pedagogies for Children's Perspectives explores the complexities of listening to children and really ‘hearing’ what they are saying through the different ways they express themselves in play and creative experiences. Examples of children’s talk and actions are used to reveal how early childhood educators position themselves to listen and hear how children communicate with each other and the adults around them. Key elements of acknowledging children’s voices, facilitating autonomy, and providing choice through play are highlighted in an examination of the benefits and challenges of listening to and hearing children.
An innovative methodology for capturing young children’s curiosity, imagination and voices
This study explores children’s narratives of their curiosity and imagination through innovative use of an information technology app – Our Story. Novel use of the app allowed children to express and record their opinions they considered significant to them. The research captured children’s approaches to everyday situations through their play. Introducing the notion of ‘narrative affordances’, findings show how the app facilitated a range of possibilities for recording children’s curiosity and imagination through pictures, text, sound and short video. Children added to and developed their narratives, putting them firmly in control of what they wanted to include and share, providing a unique insight into children’s perspectives.
