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A young child's perspectives on outdoor play: A case study from Vancouver, British Columbia

Young children's perspectives of nature and environmental education are important elements of research

The aim of this research was to provide a critical summary of previous studies that consider young children’s perspectives in environmental education (EE), and to describe a case study in which one young child’s perspective was sought.

In the field of EE, few studies consider children’s perspectives, preferences, or perceptions. Much writing about the value and impact of EE comes from the reference point of adults. The author of this article asserts that children should be considered co-researchers in the field; active agents in their own development and socio-cultural processes. The article reviews a research “hole” and provides a critical look at two recent studies that engaged children in sharing their perspectives about “special places” in nature and their homes. Children were invited to communicate orally, be observed, and create artistic representations which helped the authors understand children’s perspectives and perceptions of their own outdoor play. In both instances, children were considered co-researchers.

The author then describes a case study she conducted guided by three questions: what does the child like to do when playing outdoors? What does this child think about outdoor play? And what are some characteristics of this child’s outdoor play?

The author interacted with a 3 year old girl in Vancouver (4 by the conclusion of the study), and her father, on three occasions including at a playground and twice on a university campus. As part of the interaction at the playground, the child led the author on a tour of the space and described elements of the playground that she liked and how she liked to use them. Data collection focused on interactions and conversations with the child, observations, drawings, and an interview.

Several themes emerged from the data: the child indicated a preference for “moving  fast” and she considered outdoor  play to be a social activity, requiring adult participation for use of the playground elements. The child also indicated a preference for playing outside with friends and in her drawing she included elements that involved play with friends. The child engaged in play that demonstrated physical and emotional challenge (“being brave”) as well as verbal and cognitive skills (counting out loud.)

The child’s drawings and conversation about the drawings indicated a distinction between “nature” and “outdoor” places to play. She shared interest and enthusiasm for playing “outdoors” but not for “nature.”

Children’s experiences and perspectives are an important element of understanding the impacts of environmental experiences. Some existing research utilizes children as co-researchers and has uncovered elements that warrant investigation. This underscores the need for additional research that acknowledges children’s agency in their own development and experiences with nature. Understanding how children perceive and experience “nature” is critical to better identifying and understanding the elements of stewardship and long-term relationships with nature.

Citation

Beattie, A. E., (2015). A young child's perspectives on outdoor play: A case study from Vancouver, British Columbia. International Journal of Early Childhood Environmental Education, 3(1), 38-52.

DOI

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