Playing outdoors in the early years /
Ros Garrick.
2nd ed.
London ; New York : Continuum, c2009.
xi, 132 p. : ill. ; 22 cm.
9781847065476 (pbk.)
  • In
    Curriculum Resources
    796.083 G241P 2009
    Browse Shelf Note ▼
    3RD FLOOR; borrowing restricted to OISE students, faculty and staff
More Details
London ; New York : Continuum, c2009.
9781847065476 (pbk.)
catalogue key
Includes bibliographical references and index.
A Look Inside
About the Author
Author Affiliation
Dr Ros Garrick is Principal Lecturer at Sheffield Hallam University, UK.
Author Affiliation
Dr Ros Garrick is Principal Lecturer Children's Workforce at Sheffield Hallam University.
Review Quotes
'A thought-provoking but very accessible book covering a lot of ground, playing a valuable role in bringing together a wide range of research and showing how this can guide practice in outdoor provision. I particularly like how Ros skilfully uses relevant research findings to give readers food for thought for making effective decisions regarding a range of common dilemmas in practice outdoors, demonstrating the need to generate and use evidence rather than assumptions.' Jan White, Consultant for Outdoor Provision in the Early Years, UK
'A wonderful introduction to the possibilities, potential and pleasures of playing outdoors for children in the Foundation Stage. This book is enjoyable and accessible, leading the reader to engage with a range of current research as well as with reflective activities to promote high quality individual professional practice.' Anna Cox, Senior Lecturer and Course Leader for PGCE Early Years Education, University of Northampton, UK
This item was reviewed in:
Reference & Research Book News, August 2010
To find out how to look for other reviews, please see our guides to finding book reviews in the Sciences or Social Sciences and Humanities.
Long Description
A recent report has found that young children are not receiving the play-based education they are supposed to because of pressure on practitioners to prepare for more formal learning in later years. In this engaging and stimulating guide, Ros Garrick considers every aspect of outdoor play - from its rationale in early childhood education, to incorporating it successfully into the curriculum and assessing its wider implications for teaching and learning. This new edition has been brought up-to-date with recent national and international research, the Every Child Matters Agenda and the Early Years Foundation Stage guidance. New case studies and examples of international practice are included, as well as a fully updated list of useful organizations and agencies. >
Main Description
Considers every aspect of outdoor play - from its rationale in early childhood education, to incorporating it successfully into the curriculum and assessing its wider implications for teaching and learning.
Bowker Data Service Summary
Considering the rationale for outdoor play as a key feature of the curriculum for young children, this title offers advice, suggestions and examples of practice in planning for learning and teaching through outdoor play, presenting details of organizations that can support outdoor play provision.
Table of Contents
Acknowledgementsp. vii
Prefacep. viii
Introductionp. ix
A rationale for outdoor play in early childhood education and carep. 1
Children's voicesp. 1
Can you remember?p. 2
What are children's views?p. 4
Changing landscapesp. 6
Children's healthp. 7
An environment for all kinds of learningp. 9
Gender issuesp. 10
The place of the garden in the historical development of early childhood educationp. 13
Friedrich Froebelp. 15
Margaret McMillanp. 16
Susan Isaacsp. 17
The historical tradition of playp. 18
Perspectives on young children and outdoor playp. 21
Psychological perspectivesp. 22
Geographical perspectivesp. 33
Sociological perspectivesp. 35
Playwork perspectivesp. 37
Outdoor play decisionsp. 39
Programme structurep. 40
1- and 2-year-old quarrels: managing conflictp. 43
Unpredictable weatherp. 46
All kinds of weatherp. 49
Messy playp. 54
Genderp. 56
Inclusionp. 60
Listening to childrenp. 64
Health and safetyp. 68
Planning an outdoor curriculum in the early yearsp. 73
Curriculum frameworks internationallyp. 75
The observation and planning cyclep. 81
Long-term planning: designing the outdoor spacep. 82
Defining spacesp. 84
Long-term planning: areas of provisionp. 86
Evaluating long-term plansp. 96
Medium-term planning for outdoor learningp. 98
Short-term planning for outdoor learningp. 104
The adult rolep. 106
Outdoor learning in early-years curricula internationallyp. 115
The Villetta pre-school in Reggio Emiliap. 116
Forest Schoolsp. 117
Growing Schools in Englandp. 119
Sources of advice, guidance and supportp. 121
Referencesp. 123
Indexp. 131
Table of Contents provided by Ingram. All Rights Reserved.

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