A play is a natural and compelling activity that enhance mental, physical, social, and emotional wellbeing, hence, provides the required conditions for kids to prosper and learn. Notably, through play, children can investigate, solve challenges, think creatively, and effectively socialize with their colleagues (Bento, Gabriela, and Gisela 157). Significantly, unstructured play helps to promote positive self-concept, autonomy, and build confidence among the children. As such, the need to support inventiveness in kids is a fundamental factor in today’s phenomena as the concept helps to develop juveniles’ thinking (Bento, Gabriela, and Gisela 157) Therefore, this paper precisely creates a plan for an outdoor play space that helps improve teen’s interest, capabilities, learning, and provoking children’s agency.
The Age Group and Type of Play Space
The outdoor play space will be designed for children aged between 3-5 years since these are individuals that are eager to learn and develop their oratory skills, thus, needs a social environment that can help build their self-esteem and socialization skills. Additionally, the outdoor space will involve art and craft activities since the system enhance a child’s creative development.
How the Experience Enrich a Child’s Learning and Promote Agency
Outdoor play space meets the basic childhood requirements like running, hopping, hiding, swinging, contesting, clay modeling, and climbing (Shi 657). For instance, playing outside allow kids to obtain fresh air, appreciate the natural atmosphere, and have physical workouts that is critical for their growth as well as cognitive wellbeing. Further, by pursuing exercise and playing together enhance societal communication with their colleagues, thus, promotes learning and agency (Shi 657).
Name of the Resources and the Space Settings
Some of the resources that will be incorporated in the outdoor play space are the natural settings such as trees, clay soil, sticks, small hills, and materials like bouncing castle, jumping rope, and outdoor math movement games. The play space will have a botanical garden behind the house and it will have nature trails, sitting areas, and hiding places to facilitate effective play among the kids. Additionally, bouncing castles and math movement games will be located next to the main building to help in utilizing the available space and a sleeping area inside the house.
Source: Malone et al 23.
Source: Malone et al 23.
Community concerns about danger minimization and susceptibility of the kids to various hazards are significantly outlined in the safety principles for children play space and equipment. In essence, standards promote injury control mechanisms that assist to ensure that playgrounds are free from the threat (Brussoni et al 3). As such, the play space will be fenced to prevent intruders from accessing the area. Further, there will be a checklist for do’s and don’ts to aid in reducing potential risks while the apparatus of play will be disinfected daily to impede possible illness.
Number of Children Involved in the Space and How to Ensure Each Child Participate
Space will be designed to accommodate a maximum of fifty kids to facilitate active involvement of every teen in different activities. Importantly, to ensure every child participate in the activities, different plays will be incorporated such as solitary, parallel, associated, and cooperative plays (Malone et al 5). Playspace is an area that enables children to make interactions with nature, colleagues, take risks, and face encounters to influence their development.
How to Sustain the Children Interest
Various methods will be used to engage the children and sustain their interest such as the instructors sharing their enthusiasm with the kids by leading a game and making the kids to copy their actions and giving the teens an active role. Additionally, there will be the use of attractive colors and storytelling to enhance the juveniles’ attentiveness.
Children Learning Theory to be used
The play space will incorporate the Froebel’s childhood development theory formed by Fredrich Froebel. The theory argues that children learn by analogy which entails identifying similarities between various problems. As such, deserting the kids at that stage could lead to a tantamount to their concern, hence, impede healthy development. Additionally, the model promotes play as a factor that influences the cognitive growth of children, hence, affects their learning (Cutter-Mackenzie et al 15).
How to Involve Children in Creating their Own Play Space
Enabling children to develop their own play space is an important aspect as the concept allows socialization among the teens. As such, the plan will involve providing an active role to the kids as this will make them start their own games and integrate their counterparts (Bento, Gabriela, and Gisela 158). Further, the technique will incorporate starting a game and leave it to the teens to create another out of the initiated.
Unstructured play helps to promote positive self-concept, autonomy, and build confidence among the children. As such, the need to support inventiveness in kids is a fundamental factor in today’s phenomena as the concept helps to develop juveniles’ thinking. Playing outside allow kids to obtain fresh air, appreciate the natural atmosphere, and have physical workouts that is critical for their growth as well as cognitive wellbeing. Further, by pursuing exercise and playing together enhance societal communication with their colleagues, thus, promotes learning and agency.
Bento, Gabriela, and Gisela Dias. “The importance of outdoor play for young children’s healthy development.” Porto Biomedical Journal 2.5 (2017): 157-160. Retrieved from: https://www.sciencedirect.com/science/article/pii/S2444866416301234
Brussoni, Mariana, et al. “Can child injury prevention include healthy risk promotion?” Injury prevention (2014): injuryprev-2014. Retrieved from: http://injuryprevention.bmj.com/content/early/2014/12/22/injuryprev-2014-041241.short
Cutter-Mackenzie, Amy, et al. Young children’s play and environmental education in early childhood education. Springer Science & Business Media, 2014. Retrieved from: https://books.google.com/books?hl=en&lr=&id=AGzABAAAQBAJ&oi=fnd&pg=PP5&dq=Cutter-Mackenzie+et+al.,+Young+Children%E2%80%99s+Play+and+Environmental+Education+in+Early+Childhood+Education,+SpringerBriefs+in+Education,&ots=fFIxATtcdl&sig=ChtPh8SKev8gIazsdasRXAc2c7I
Malone, Karen, et al. “Researching Children’s Designs for a Child Friendly Play Space at Rouse Hill Town Centre.” (2014). Retrieved from: researchdirect.westernsydney.edu.au/islandora/object/uws%3A34882/
Shi, Yuanyuan. “Explore Children’s Outdoor Play Spaces of Community Areas in High-density Cities in China: Wuhan as an Example.” Procedia Engineering 198 (2017): 654-682. Retrieved from: https://www.sciencedirect.com/science/article/pii/S1877705817329648
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