Outdoor Play Dissertation Questions

Outdoor Play Dissertation Questions-35
Traditional observational research examining play behaviour at playtime (recess) has been hampered by challenges in obtaining reliable data and in processing sufficient quantities of that data to permit credible inferences to be drawn. Children need to develop a variety of skill sets to optimize their development and manage toxic stress.

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Uniquely, using the study’s longitudinal data, the report illustrates how individual weight status changes – that is, what proportion of children move into or out of overweight/obesity between the age of 6 and 10 – and identifies the demographic, socio-economic and related characteristics associated with those changes. The authors ask if participating in an early-childhood theater production improves pretend play and cooperation among preschoolers.

They examined play sessions immediately before and after productions of interactive earlychildhood performances at Imagination Stage, Inc.

The report reveals a strong link between the hours spent playing together and the happiness of families, with nine out of 10 families (88%) who play for five hours or more a week claiming to be happy, while, of those who play for less than five hours, only seven out of 10 (75%) say they are happy. The amount of play space that is available to children and young people for play and informal recreation in urban areas is illustrated on the Play Space infographic by local authority area.

Play spaces contribute to the health and wellbeing of children and young people by providing places for recreation and learning.

Over the past 20 years, child poverty in Scotland has seen many changes.

A supportive policy environment in the late 1990s/early 2000s led to many families moving out of poverty.Executive function and self-regulation (EF/SR) skills provide critical supports for learning and development, and while we aren’t born with these skills, we are born with the potential to develop them through interactions and practice.This 16-page guide (available for download, below), describes a variety of activities and games that represent age-appropriate ways for adults to support and strengthen various components of EF/SR in children. This Research Note compares the performances of 71 primary schoolchildren carrying out curricular tasks in outdoor and indoor classroom settings.The authors discuss their results in relation to the role of the arts and of play in early creativity and social-competence development. For the first time Girl Guiding Scotland have taken a snapshop of the lives of girls and young women in Scotland with their brand new research, Girls in Scotland.The survey gives girls and young women a platform to be heard and the biggest survey of its kind in Scotland. Youth Scotland has launched an easy to use guide to including LGBT voices and identities across all areas of the curriculum. For more information, contact [email protected] Get Set for Play is a Toolkit from Youth Scotland full of information and advice for play activities in a youth group programme. Available data suggests that playgrounds are comparatively safe places – yet, in many countries, concerns about potential liability for injury have led to bureaucratic risk reduction initiatives that might not do a good job of weighing the risks against the benefits of encouraging more adventurous outdoor play. A report on the experiences of autistic children missing school from Children in Scotland, the National Autistic Society Scotland and Scottish Autism. The Muddy Hands report published November 2018, sets a snapshot survey of the schools that took part in Outdoor Classroom Day 2017. Project Dirt asked teachers who have taken part in Outdoor Classroom Day about the impact of taking children outdoors.This report explores rates of overweight and obesity amongst 10 year old children in Scotland and examines how these vary between children with different characteristics.It also investigates whether the level of overweight/obesity changes as the children grow older (from 6 to 10 years of age), and whether the changes are associated with the children’s demographic and socio-economic characteristics.The objectives of the project are to pay special attention to the voices of those under seven years of age, and to share factors designed to support those working with the under–sevens in facilitating children’s voices.The decision to focus on young children was driven by our knowledge that this group is often ignored or marginalised in the wider drive to address children’s participation and children’s broader rights. Voice birth to seven have designed 8 posters to act as talking and discussion points. Children in Scotland have conducted research, in partnership with the National Autistic Society Scotland and Scottish Autism, into the experiences of children with autism missing school.The findings from the report show that immediate efforts are needed to ensure that autistic children are properly included, engaged and involved in their education. Defining play has plagued researchers and philosophers for years.From describing play as an inaccessible concept due to its complexity, to providing checklists of features, the field has struggled with how to conceptualize and operationalize “play.” This theoretical piece reviews the literature about both play and learning and suggests that by viewing play as a spectrum – that ranges from free play (no guidance or support) to guided play and games. Unstructured play1 is considered important for the social, physical and cognitive development of children.


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