Research over many years has shown that very young children need movement and activity to help them make the neural connections that allow the brain to learn.
Managed risk and challenge are vital to young children’s development. The space should allow children to push themselves, to grow and to experiment. Exploration is key to young children’s learning outdoors and a high-quality space will include plenty of opportunities for children to invent their own play, using found or supplied resources. Staff too will want to adapt the space to suit current or future themes, or to build upon and extend children’s current interests.
A transitional space should be provided adjacent to the exit to the outdoors. This allows children (and adults) to observe the outdoors and the activities taking place there before making decisions about joining in. In many settings this space is covered, thereby extending the ‘indoors’ whilst providing shelter and fresh air.
It’s perfectly possible for very young children to participate in the decision-making process – as with older children; they are, after all, the ‘experts’ in their own environment. Several approaches have been developed with young children in mind, including using props to encourage dialogue, and taking photographs or otherwise marking out special places.
