Social-Emotional Benefits of Outdoor Play

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dc.contributor.author Orchard, Gina M
dc.date.accessioned 2017-04-28T22:11:11Z
dc.date.available 2017-04-28T22:11:11Z
dc.date.copyright 2017 en_US
dc.date.issued 2017-04-28
dc.identifier.uri http://hdl.handle.net/1828/8011
dc.description.abstract Today’s children do not spend enough time outdoors, even though it is acknowledged that spending time outdoors is beneficial. Forest Kindergartens create an opportunity for children to play and learn in the natural outdoors, yet there is limited space in these outdoor classes, and it is only for one school year. The goal of this paper is to draw from current research and literature to examine the relationships that children develop with the outdoors, as well as the social and emotional benefits that nature provides children. I investigate how all early childhood educators can use time outdoors to support children’s development through play and learning, including child-led learning, and opportunities for physical challenges. Finally, I recommend that nature playgrounds should be built on school grounds to provide all children with the positive experiences that nature can offer. en_US
dc.language.iso en en_US
dc.rights Available to the World Wide Web en_US
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/2.5/ca/ *
dc.subject early childhood education en_US
dc.subject outdoor learning en_US
dc.subject outdoor play en_US
dc.subject social development en_US
dc.subject emotional development en_US
dc.title Social-Emotional Benefits of Outdoor Play en_US
dc.type project en_US
dc.contributor.supervisor Streelasky, Jodi
dc.degree.department Department of Curriculum and Instruction en_US
dc.degree.level Master of Education M.Ed. en_US
dc.description.scholarlevel Graduate en_US

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