| Dedication and acknowledgements |
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viii | |
| Introduction |
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ix | |
| Under threes learning outside |
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ix | |
| Why this book is important |
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ix | |
| Chapter summaries |
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x | |
| Inspiring practice |
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xi | |
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1 The story behind the book |
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1 | (17) |
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1 | (5) |
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6 | (1) |
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7 | (1) |
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8 | (1) |
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9 | (1) |
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Reflection and evaluation as a means to change |
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9 | (1) |
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10 | (1) |
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Young children developing |
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11 | (1) |
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Our story, our experience |
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12 | (6) |
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18 | (21) |
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18 | (1) |
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19 | (1) |
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19 | (2) |
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21 | (1) |
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Children's and adults' stories --- theory into action |
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21 | (17) |
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From birds to ants, there is so much to discover! |
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21 | (1) |
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22 | (7) |
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29 | (3) |
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32 | (1) |
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Green life, multiple colours |
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33 | (3) |
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36 | (2) |
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38 | (1) |
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Young children need to be constantly entertained |
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38 | (1) |
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3 Play in the natural world |
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39 | (19) |
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39 | (1) |
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Discovery and understanding |
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40 | (2) |
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42 | (1) |
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43 | (1) |
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Children's and adults' stories -- theory into action |
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44 | (13) |
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The bigger and heavier, the better |
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44 | (2) |
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46 | (3) |
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Water and soil -- the top two ingredients of natural play |
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49 | (5) |
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Collecting minibeasts and plants |
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54 | (3) |
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57 | (1) |
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Young children cannot focus on one activity for a long time |
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51 | (7) |
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4 Becoming safe through taking risks |
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58 | (18) |
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58 | (1) |
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58 | (1) |
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Adults' perception of risk |
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59 | (2) |
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61 | (2) |
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Children's and adults' stories -- theory into action |
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63 | (11) |
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To see the world from a higher level |
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63 | (1) |
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63 | (2) |
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Going up and down the hill |
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65 | (3) |
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There is always a first time |
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68 | (1) |
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68 | (3) |
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71 | (2) |
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When the risk is not worth taking |
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73 | (1) |
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74 | (2) |
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Children are not capable of evaluating risk |
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74 | (1) |
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Every time a child faces a problem the adult should immediately help |
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75 | (1) |
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5 Companionship and shared experiences |
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76 | (19) |
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76 | (1) |
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77 | (1) |
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A Dynamic and Enabling Environment |
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78 | (1) |
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79 | (2) |
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A Sense of Belonging and Connectedness |
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81 | (1) |
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Children's and adults' stories -- theory into action |
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82 | (11) |
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82 | (2) |
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Who is responsible for the watering can? |
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84 | (2) |
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86 | (1) |
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87 | (2) |
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89 | (4) |
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93 | (2) |
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Young children cannot focus on the same activity for a long period of time |
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93 | (1) |
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Young children are not capable of playing with each other cooperatively because they will easily enter into conflicts |
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94 | (1) |
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6 Adults thinking about children |
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95 | (25) |
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96 | (1) |
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96 | (1) |
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Why did you start this project? |
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97 | (3) |
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Points to note when embarking on such a project |
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99 | (1) |
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99 | (1) |
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Is there any theoretical framework that inspires and guides your action? |
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100 | (5) |
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Points to note when considering the theories behind the practice |
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103 | (1) |
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104 | (1) |
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When you first started this project what were your main concerns? |
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105 | (3) |
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Points to note when considering your concerns about such a project |
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107 | (1) |
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107 | (1) |
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How would you describe your relationship with the families? How did you enable the parents to be happy about their children exploring outdoors? |
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108 | (5) |
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Points to note when considering parents |
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112 | (1) |
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113 | (1) |
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How do you deal with accidents? How do you manage risk? |
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113 | (3) |
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Points to note when considering safety outside |
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116 | (1) |
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116 | (1) |
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How did you improve your work -- day in, day out? |
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116 | (4) |
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Points to note when considering the adult's role |
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118 | (1) |
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118 | (2) |
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7 Resources and facilities |
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120 | (25) |
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120 | (1) |
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Planning the outdoor space -- key points |
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120 | (5) |
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Dynamics of the environment |
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120 | (2) |
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122 | (1) |
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123 | (1) |
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123 | (1) |
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124 | (1) |
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Resources for playing, exploration and discovery |
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125 | (7) |
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Fixed structures as areas for socialisation and physical challenges |
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132 | (1) |
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Storage, transport and comfort |
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132 | (6) |
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The relationship between the indoor and outdoor environments |
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138 | (4) |
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Other spaces and resources |
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142 | (3) |
| Conclusion |
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145 | (2) |
| Bibliography |
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147 | (4) |
| Index |
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151 | |
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