Episode 3: Continuous provision in the outdoors with Sue Asquith
Jan 5, 2023
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In this episode, Sue Asquith, an International Educational Consultant, discusses continuous provision in the outdoors. She emphasizes the importance of open-ended learning opportunities and resources that inspire children. The podcast also explores the benefits of outdoor play, cultural capital in early years, the significance of sand and water experiences, and the concept of risky play.
Continuous provision in the outdoors focuses on open-ended learning opportunities that inspire children to explore and learn through the environment itself, fostering magic learning moments.
Effective outdoor play spaces should offer a variety of open-ended resources and experiences, consider children's cultural capital, and strike a balance between adult guidance and independent play.
Deep dives
Continuous Provision in the Outdoors
Continuous provision in the outdoors refers to creating learning opportunities for children in an open-ended way. It is about inspiring children to learn and explore through the environment itself, rather than relying on structured activities. The key is to consider the possibilities within different learning areas and how they support children's learning. Continuous provision should be carefully planned and adjusted regularly, ensuring that it is not limited to specific seasons or occasions but available every day. By making the outdoor environment inspirational and exciting, practitioners can encourage children to engage in outdoor play and experience the joy of learning.
Creating Effective Outdoor Play Spaces
Effective outdoor play spaces should provide opportunities for both planned and unplanned moments of learning. These spaces should be designed to inspire and motivate children, regardless of their cultural background or prior experiences. Practitioners need to consider the cultural capital of the children and adapt the learning environment accordingly. It is important to offer a variety of open-ended resources and experiences that allow children to explore and interpret in their own ways. The role of the adult is crucial in creating a balance between providing guidance and allowing children to independently engage in their own play. By using hooks, understanding the children's interests, and continuously reflecting and adapting, practitioners can create outdoor spaces that maximize the potential for learning and development.
The Power of Language and Ambiguity in Outdoor Provision
Language and the way we label outdoor spaces can have a significant impact on children's play and learning. It is essential to choose labels that are inclusive and do not reinforce gender stereotypes. By using ambiguous terms like "investigation station" instead of specific labels like "kitchen," practitioners can encourage open-ended play and break down gender-based play preferences. Additionally, practitioners should consider the sequencing and progression of experiences to keep children engaged and ensure learning opportunities are not repetitive. It's crucial to respect and value the cultural capital that each child brings and provide opportunities for all children to develop and expand their unique interests and capabilities.
In this episode, Alistair Bryce-Clegg, and International Educational Consultant Sue Asquith, explore continuous provision in the outdoors. Alistair asks Sue the million-dollar question; how do we define it, and what should practitioners consider?
Sue explains the importance of open-ended learning opportunities. What resources are likely to inspire children in their early childhood? And what activities will spark curiosity without constant adult intervention? It is this that creates those magic learning moments!
📌 To shop for resources relevant to outdoor play in the Early Years, click here!
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(The views expressed throughout this podcast are the speakers' own, and TTS does not take responsibility for the views and guidance highlighted as part of this recording.)
Please note: When referencing the speakers views, theory and work for development of your own materials, please ensure academic reference of the speaker is cited.
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