Exploring the outdoor

Water play

At my centre children are encouraged and empowered to explore the learning environment however they choose to.  I do support children in making a choice and choosing own learning opportunity that will further enhance their learning and development. 

Today children explored in the outdoors, playing in the sandpit soon turned into muggy play.  One child saw the tap was dripping water and once he saw water he walked over with his bucket and filled it up and returned to the sandpit to empty the bucket of water.  Other children looked at this child tipping the water to see where he got his water from.  Started off with this one child and couple of minutes later the children were all engaged with the water.  They all took turns filling bucket or anything that could hold water like bottle caps and carried it to the sandpit.  Children continued to fill and carry water to sandpit and later the sandpit had water puddle in it.  Ministry of Education, (1996) suggest that “through exploring the physical environment, children gain increasing motor and manipulative control and skill in using tools and materials safely” (p.98).   

The children was running back and forward from the tap to the sandpit, problem solving on how much water can they put in the bucket.  Measuring the amount of water that can fit into the bucket.   I saw that the bucket was very useful to them during this period, it gave them knowledge and understanding that the bucket can be used to put things in, they could use it to carry items from one place to another.  Team work during this spontaneous moment was really interesting for me to see. I saw that when children engage in a play that is fun to    them the different strategies and knowledge are implemented.  I was so fascinated in the different skills that they all showed to accomplish the goal they wanted to achieve.  As I look on at the children they were showing leadership and perseverance through the whole interactions.  Gayle Mindes (2006) states “young children begin to comprehend the greater world through their indulgent of themselves and the individual experiences with environment” (p.104).

While I observed children during this significant moment I realise e that sometime we need to allow children to implement and discover things on their own.  We teachers sometimes assume children dispositions but not really giving them a go at implementing own play.  Fun and discoveries is the main words for children when exploring.  When the children is having fun their reasoning, discover skills are nurture and fostered through their interaction with the environment and with each other.  Referring to Rachael second post she said that she “felt rather unsure as to how the tamariki would be around an open fire. It turns out that they are far more capable and competent than even she realized”.

This is excellent because adults are always unsure on how children perform new activities so we question ourselves I hope that this is okay but that’s just adult being reflective.  MacNaughton,G & Williams, G (2009) states “placing children in nature is very important for their health and well being for all ages”(p.12).  I feel that my centre is embracing individual children needs and empowering them to choose and make choices, it’s such a positive approach to further enhance their learning and development.

 I see that the more children get involve and participate in all activities the more they develop Independence.  Opportunities for children is develop and enhance when teachers allow them to take control and build understanding that “they can be responsible for their own learning”(p.84).

 Mindes, G. (2006). Social studies in kindergarten. In D. F. Gullo (Ed.), K today      teaching and learning in the kindergarten year (pp.107-115).     Washington, DC:     National Association for the Education of Young Children.

Macnaughtonm, G., & Williams, G. (2009). Techniques for teaching young children:         Choices in theory and practice.  New South Wales, Australia: Pearson   Prentice Media.

Ministry of Education.(1996). Te Whāriki, he Whāriki mātauranga mo nga mokopuna o Aotearoa: Early childhood curriculum.  Wellington, New Zealand: Learning    Media