This paper explores some questions surrounding the provision of outdoor play for young children, and challenges adults who share responsibility for ‘creating future play’ to consider not only what we as adults value but also what children value about the outdoor environment The question is raised as to how the values we hold and the images we have of children impact on playground design. This paper shares some of the findings from a small pilot research project, which endeavoured to genuinely listen to children's views about their early childhood centre playground through the medium of photography. The findings endorsed the view that outdoor spaces are of significant importance to children and that children's voices not only need to be listened to but also are worthy of being listened to.
Get full access to this article
View all access options for this article.
References
1.
AldersonP. (2000). Children as researchers: The effects of participation rights on research methodology, In ChristensenP., & JamesA. (Eds), Research with children: Perspectives and practices (pp. 241–257). London: Falmer.
2.
BlakeW. (2001). Nurse's Song. In LangA., (Ed.), Anthology of best loved poems: An illustrated facsimile edition of a classic volume of over 150 poems for adults and children to enjoy (p. 1). New York: Random House Value.
3.
CannellaG. (1997). Deconstructing early childhood education: Social justice and revolution.New York: Peter Lang.
4.
ChristensenP., & JamesA. (2000). Childhood diversity and commonality: Some methodological insights. In ChristensenP., & JamesA. (Eds), Research with children: Perspectives and practices (pp. 160–178). London: Falmer.
5.
CohenL., ManionL., & MorrisonK. (2000). Research methods in education (5th edn). London: Routledge Falmer.
6.
CullenJ. (1997). The use of group and individual interviews with young children. New Zealand Research in Early Childhood Education, 1, 15–22.
7.
DahlbergG., MossP., & PenceA. (1999). Beyond quality in early childhood education and care: Postmodern perspectives.London: Falmer.
8.
GollopM. (2000). Interviewing children: A research perspective. In SmithA., TaylorN. & GollopM. (Eds), Children's voices: Research, policy and practice (pp. 18–36). Auckland: Pearson Education Limited.
9.
GreenfieldC. (2003). Outdoor play – the case for risks and challenges in children's learning and development. Safekids News, 21, 5.
HedgesH. (2002). Beliefs and principles in practice: Ethical research with child participants. New Zealand Research in Early Childhood Education, 5, 31–48.
12.
HennigerM. (1999). Teaching young children: An introduction. New Jersey: Prentice Hall.
13.
KrechevskyM. (2001). Form, function, and understanding in learning groups: Propositions from the Reggio classroom. In GuidiciC., RinaldiC. & KrechevskyM. (Eds), Making learning visible: Children as individual and group learners (pp. 246–270). Reggio Emilia: Project Zero and Reggio Children.
14.
London Institute of Education Press Release (2001). Understanding what matters to young children. 23/3/01. Retrieved from <http://www.ioe.ac.uk/media/r0010323.htm> on 21/11/03.
15.
MayallB. (2000). Conversations with children: Working with generational issues. In ChristensenP., & JamesA. (Eds), Research with children: Perspectives and practices (pp. 120–135). London: Falmer.
O'KaneC. (2000). The development of participatory techniques: Facilitating children's views about decisions which affect them. In ChristensenP., & JamesA. (Eds), Research with children: Perspectives and practices (pp. 136–159). London: Falmer.
18.
PicaR. (1997). Beyond physical development: Why children need to move. Young children, 52(6), 14–19.
19.
RinaldiC. (2001), Documentation and assessment. In GuidiciC., RinaldiC. & KrechevskyM. (Eds), Making learning visible: Children as individual and group learners (pp. 78–89). Reggio Emilia: Project Zero and Reggio Children.
20.
RinaldiC. (2001). The courage of Utopia. In GuidiciC., RinaldiC. & KrechevskyM. (Eds), Making learning visible: Children as individual and group learners (pp. 148–153). Reggio Emilia: Project Zero and Reggio Children.
21.
RobbinsJ. (2002). Shoes and ships: Taking a sociocultural approach to interviewing young children. New Zealand Research in Early Childhood Education, 5, 13–30.
22.
SavageM., & HolcombD. (1999). Children, cameras and challenging projects. Young Children, 54(2), 27–30.
23.
SingerE. (1996). Prisoners of the method: Breaking open the child-centred methodology in daycare centers. International Journal of Early Years Education, 4(2), 28–40.
24.
WalshP (1991). Early childhood playgrounds: Planning an outside learning environment.Castle Hills, NSW: Pademelon
