Summary
Contents
Subject index
There has been a growing academic interest in the role of outdoor spaces for play in a child's development. The SAGE Handbook of Outdoor Play and Learning represents a coordinated and comprehensive volume of international research on this subject edited by members of the well-established European Early Childhood Education Research Association Outdoor Play and Learning SIG (OPAL). Chapters written by authors from Europe, North and South America, Australasia, and Asia Pacific countries are organised into six sections: Theoretical Frameworks and Conceptual Approaches for Understanding Outdoor Play & Learning Critical Reflections on Policy and Regulation in Outdoor Play & Learning Children's Engagement with Nature, Sustainability and Children's Geographies Diverse Contexts and Inclusion in Children's Outdoor Play Environments Methodologies for Researching Outdoor Play and Learning Links Between Research and Practice
Outdoor Play in Recess Time
Outdoor Play in Recess Time
When we began work on this chapter, memories of our childhood play experiences immediately surfaced. We fondly recalled playing Manhunt and Jail, games with expansive play spaces that traversed our neighborhoods. We also played sports, freeze tag, pretend, in tree forts, and in the woods and mud. We were by today's standards always ‘dirty’ and oh what fun we had. We enjoyed playing outdoors where we (and our caregivers) never worried about our safety (see also Chapter 7, this volume). On school grounds, we played four square, engaged in chasing games, jumped rope, played sports ...
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