Looking beneath the surface: associations between varied outdoor surfaces and children’s diverse play behaviours in early childhood education and care institutions

References

• Bergen, D. (2017). Technology and outdoor play: Concerns and opportunities. Handbook of outdoor play and learning (pp. 55–68). Sage. London.
   Google Scholar
• Bjorklund, D. F., & Pellegrini, A. D. (2002). Homo ludens: The importance of play. In D. F. Bjorklund & A. D. Pellegrini, The origins of human nature: Evolutionary developmental psychology (pp. 297–331). Washington, DC: American Psychological Association. doi:10.1037/10425-010
   Google Scholar
• Broström, S. (2017). A dynamic learning concept in early years’ education: A possible way to prevent schoolification. International Journal of Early Years Education, 25(1), 3–15. doi:10.1080/09669760.2016.1270196
   Web of Science ®Google Scholar
• Carr, M. (2000). Technological affordance, social practice and learning narratives in an early childhood setting. International Journal of Technology and Design Education, 10(1), 61–80. doi:10.1023/A:1008986002620
   Web of Science ®Google Scholar
• Dyment, J., & O’Connell, T. S. (2013). The impact of playground design on play choices and behaviors of pre-school children. Children’s Geographies, 11(3), 263–280. doi:10.1080/14733285.2013.812272
   Web of Science ®Google Scholar
• Eberle, S. G. (2014). The elements of play: Toward a philosophy and a definition of play. American Journal of Play, 6(2), 214–233.
   Google Scholar
• Fjørtoft, I. (2000). Landscape as playscape: Learning effects from playing in a natural environment on motor development in children. Oslo: Norwegian University of Sport and Physical Education.
   Google Scholar
• Garner, B. P., & Bergen, D. (2006). Play development from birth to age four. Play from birth to twelve: Contexts, perspectives, and meanings (pp. 3–12). New York: Routledge. doi:10.4324/9780203622650
   Google Scholar
• Gibson, J. J. (1979). The ecological approach to visual perception. New York: Houghton-Mifflin.
   Google Scholar
• Hart, C. H. E. (Ed.) (1993). Children on playgrounds. Research perspectives and applications. New York: State University of New York Press.
   Google Scholar
• Heft, H. (1988). Affordances of children’s environments: A functional approach to environmental description. Children’s Environments Quarterly, 5(3), 29–37. http://www.jstor.org/stable/41514683
   Google Scholar
• Herrington, S., & Brussoni, M. (2015). Beyond physical activity: The importance of play and nature-based play spaces for children’s health and development. Current Obesity Reports, 4(4), 477–483. doi:10.1007/s13679-015-0179-2
   PubMed Web of Science ®Google Scholar
• Herrington, S., & Nicholls, J. (2007). Outdoor play spaces in Canada: The safety dance of standards as policy. Critical Social Policy, 27(1), 128–138. doi:10.1177/0261018307072210
   Web of Science ®Google Scholar
• Hewes, J. (2014). Seeking balance in motion: The role of spontaneous free play in promoting social and emotional health in early childhood care and education. Children (Basel, Switzerland), 1(3), 280–301. http://www.mdpi.com/2227-9067/1/3/280 doi:10.3390/children1030280
   PubMedGoogle Scholar
• Hirsh-Pasek, K., Golinkoff, M. G., & Eyer, D. (2003). Einstein never used flash cards: How our children really learn—and why they need to play more and memorize less. Rodale Books.
   Google Scholar
• Hox, J. J. (2010). Multilevel analysis: Techniques and applications (2nd ed.). New York: Routledge.
   Google Scholar
• Kernan, M. (2007). Play as a context for early learning and development: A research paper. http://hdl.handle.net/20.500.13012/107
   Google Scholar
• Kyttä, M. (2004). The extent of children’s independent mobility and the number of actualized affordances as criteria for child-friendly environments. Journal of Environmental Psychology, 24(2), 179–198. doi:10.1016/S0272-4944(03)00073-2
   Web of Science ®Google Scholar
• Luchs, A., & Fikus, M. (2013). A comparative study of active play on differently designed playgrounds. Journal of Adventure Education & Outdoor Learning, 13(3), 206–222. doi:10.1080/14729679.2013.778784
   Google Scholar
• Mehmetoglu, M., & Jakobsen, T. G. (2017). Applied statistics using Stata. A guide for the social sciences. London: Sage
   Google Scholar
• Miranda, N., Larrea, I., Muela, A., & Barandiaran, A. (2017). Preschool children’s social play and involvement in the outdoor environment. Early Education and Development, 28(5), 525–540. doi:10.1080/10409289.2016.1250550
   Web of Science ®Google Scholar
• Moore, R. C. (2017). Childhood’s domain: Play and place in child development. Routledge.
   Google Scholar
• Moser, T., & Martinsen, M. (2010). The outdoor environment in Norwegian kindergartens as pedagogical space for toddlers’ play, learning and development. European Early Childhood Education Research Journal, 18(4), 457–471. doi:10.1080/1350293X.2010.525931
   Web of Science ®Google Scholar
• NMER (2017). Framework plan for the kindergartens. Retrieved from https://www.udir.no/globalassets/filer/barnehage/rammeplan/framework-plan-for-kindergartens2-2017.pdf
   Google Scholar
• Pellegrini, A. D., & Smith, P. K. (1998). Physical activity play: The nature and function of a neglected aspect of play. Child Development, 69(3), 577–598. doi:10.1111/j.1467-8624.1998.tb06226.x
   PubMed Web of Science ®Google Scholar
• Pellegrini, A. D., Dupuis, D., & Smith, P. K. (2007). Play in evolution and development. Developmental Review, 27(2), 261–276. doi:10.1016/j.dr.2006.09.001
   Web of Science ®Google Scholar
• Pfautsch, S., Wujeska-Klause, A., & Walters, J. (2022). Outdoor playgrounds and climate change: Importance of surface materials and shade to extend play time and prevent burn injuries. Building and Environment, 223, 109500. doi:10.1016/j.buildenv.2022.109500
   Web of Science ®Google Scholar
• Pramling Samuelsson, I., & Johansson, E. (2006). Play and learning—inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47–65. doi:10.1080/0300443042000302654
   Google Scholar
• Sandseter, E. B. H., Storli, R., & Sando, O. J. (2020). The dynamic relationship between outdoor environments and children’s play. Education, 3(13), 1–14. doi:10.1080/03004279.2020.1833063
   Google Scholar
• Sawyers, J. K. (1994). The preschool playground: Developing skills through outdoor play. Journal of Physical Education, Recreation & Dance, 65(6), 31–33. doi:10.1080/07303084.1994.10606937
   Google Scholar
• Storli, R., Sandseter, E. B. H., & Sando, O. J. (2020). Children’s involvement in free play and the use of play materials in the outdoor early childhood education and care environment. Children, Youth and Environments, 30(1), 66–82. doi:10.7721/chilyoutenvi.30.1.0066
   Google Scholar
• Sutton-Smith, B. (2009). The ambiguity of play. Cambridge, MA: Harvard University Press.
   Google Scholar
• United Nations Children’s Fund (1989). Convention on the rights of the child.
   Google Scholar
• Waller, T., Ärlemalm-Hagsèr, E., & Sandseter, E. B. H. (Eds.) (2017). The SAGE handbook of outdoor play and learning. London: Sage
   Google Scholar
• Wiltz, N. W., & Fein, G. (2006). Play as children see it. In D. Pronin Fromberg & D. Bergen (Eds.), Play from birth to twelve: Contexts, perspectives, and meanings (2nd ed., pp. 127–139). New York: Routeledge.
   Google Scholar
• Woolley, H., & Lowe, A. (2013). Exploring the relationship between design approach and play value of outdoor play spaces. Landscape Research, 38(1), 53–74. doi:10.1080/01426397.2011.640432
   Web of Science ®Google Scholar
• Zimmerman, P. H., Bolhuis, J. E., Willemsen, A., Meyer, E. S., & Noldus, L. P. (2009). The Observer XT: A tool for the integration and synchronization of multimodal signals. Behavior Research Methods, 41(3), 731–735. doi:10.3758/BRM.41.3.731
   PubMed Web of Science ®Google Scholar