By Cheryl Greenfield
© ChildForum
Young children have the right to inhabit optimal early childhood outdoor environments.
Optimal outdoor environments have the potential or power to promote and sustain meaningful relationships.
Bullard’s (2010) book Creative Environments for Learning uses the term ‘optimal’ when describing outdoor playgrounds that are functional, safe, and provide increased learning opportunities and improve social interactions.
The environment we place children in strongly influences the behaviour and learning that occurs there and the child’s sense of self (Greenman, 2005; Tovey, 2007).
Spaces are not neutral, they give a message to the children and the adults who inhabit the space. Space is the backdrop to play, supplying the context, content and meaning; it provides possibilities or limitations to adults and children as to what can be done here.
The location of spaces and equipment, and how welcoming the outdoor area is for adults, along with the aesthetics are highly influential on what children do. Poorly designed and maintained environments can be detrimental to children’s development.
This article focuses on the characteristics of optimal outdoor environments within a New Zealand context and is based on the findings of the qualitative research I have done over the years on early childhood outdoor environments.
READ MORE
Oops ... you are attempting to read material available exclusively to our ECE Service Provider members.
Login first to be able to access this article or resource 
If you are not an ECE Service Provider, you may be eligible for membership as an Educator. There are many other great articles and different resources available in the member-only area for Educators.
To take out membership or to restore access if your membership has expired, look below ↓ for the click here button ↓ It will take you to the membership page to sign-up and choose your own unique username and password.