Outdoor spaces design in early childhood settings – analysing opportunities for children’s play in Portugal

References

• Bento, G. (2017). Arriscar ao brincar: análise das perceções de risco em relação ao brincar num grupo de educadoras de infância [Playing and taking risks: Analysis of risky play perceptions in a group of early childhood teachers]. Revista Brasileira de Educação, 22(69), 385–403. doi:10.1590/s1413-24782017226920
   Google Scholar
• Bento, G. (2020). Grelha de Observação dos Espaços Exteriores em Educação de Infância: GO-Exterior [Grid of observation of outdoor spaces in early childhood settings: GO-Exterior]. Aveiro: UA Editora. http://hdl.handle.net/10773/29220
   Google Scholar
• Bento, G., & Portugal, G. (2016). Valorizando o espaço exterior e inovando práticas pedagógicas em educação de infância [Valuing the outdoor and innovating pedagogical practices in early childhood education]. Revista Iberoamericana de Educación, 72, 85–104.
   Google Scholar
• Bento, G., & Portugal, G. (2019). Uma reflexão sobre um processo de transformação de práticas pedagógicas nos espaços exteriores em contextos de educação de infância [A reflection about pedagogical practices transformation in early childhood settings]. Revista Portuguesa de Educação, 32(2), 91–106. doi:10.21814/rpe.17657
   Google Scholar
• Bilton, H. (2010). Outdoor learning in the early years: Management and innovation. Oxon: Routledge.
   Google Scholar
• Bryman, A. (2012). Social research methods (4th ed.). Oxford: Oxford University Press.
   Google Scholar
• Canning, N. (2010). The influence of the outdoor environment: den-making in three different contexts. European Early Childhood Education Research Journal, 18(4), 555–566. doi:10.1080/1350239X.2010.525961
   Google Scholar
• Chawla, L., Keena, K., Pevec, I., & Stanley, E. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health and Place, 28, 1–13. doi:10.1016/j.healthplace.2014.03.001
   PubMed Web of Science ®Google Scholar
• Cruz, I. (2013). Potencialidades e utilização do espaço recreio: um estudo desenvolvido em escolas do 1.o ciclo do ensino básico [Potential and uses of recess: A study developed in primary schools] (unpublished master’s dissertation). Instituto Politécnico de Lisboa. Retrieved from http://hdl.handle.net/10400.21/3320
   Google Scholar
• Dahl, A., Stigsdotter, U. K., Petersen, L. S., & Refshauge, A. D. (2013). Play and behavior characteristics in relation to the design of four Danish public playgrounds. Children, Youth and Environments, 23(2), 22–48.
   Google Scholar
• Ernst, J. (2014). Early childhood educators’ use of natural outdoor settings as learning environments: An exploratory study of beliefs, practices, and barriers. International Journal of Early Childhood Environmental Education, 2(1), 97–125. doi:10.1080/13504622.2013.833596
   Google Scholar
• Figueiredo, A. (2015). Interação criança-espaço exterior em jardim de infância [Child-space interaction in kindergarten] (unpublished doctoral thesis). Universidade de Aveiro.
   Google Scholar
• Gill, T. (2007). No fear: Growing up in a risk adverse society. London: Calouste Gulbenkian Foundation.
   Google Scholar
• Hendricks, B. E. (2011). Designing for play. Surrey: Ashgate Publishing Company.
   Google Scholar
• Herrington, S., & Lesmeister, C. (2006). The design of landscapes at child-care centres: Seven Cs. Landscape Research, 31(1), 63–82. doi:10.1080/01426390500448575
   Web of Science ®Google Scholar
• Herrington, S., & Studtmann, K. (1998). Landscape interventions: New directions for the design of children’s outdoor play environments. Landscape and Urban Planning, 42(2–4), 191–205. doi:10.1016/S0169-2046(98)00087-5
   Web of Science ®Google Scholar
• Howard, J. (2010). Early years practitioners’ perceptions of play: An exploration of theoretical understanding, planning and involvement, confidence and barriers to practice. Educational & Child Psychology, 27(4), 91–102.
   Google Scholar
• Jayasuriya, A., Williams, M., & Tandon, P. (2016). Parents’ perceptions of preschool activities: Exploring outdoor play. Early Education and Development, 27(7), 1004–1017.
   PubMed Web of Science ®Google Scholar
• Kernan, M. (2010). Space and place as a source of belonging and participation in urban environments: Considering the role of early childhood education and care settings. European Early Childhood Education Research Journal, 18(2), 199–213.
   Web of Science ®Google Scholar
• Kernan, M., & Devine, D. (2010). Being confined within? Constructions of good childhood and outdoor play in early childhood education and care settings in Ireland. Children & Society, 24, 371–385.
   Web of Science ®Google Scholar
• Kiewra, C., & Veselack, E. (2016). Playing with nature: Supporting preschoolers’ creativity in natural outdoor classrooms. International Journal of Early Childhood Environmental Education, 4(1), 70–95.
   Google Scholar
• Kvale, S. (1996). Interviews. An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Leggett, N., & Ford, M. (2013). A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the early years learning framework. Australasian Journal of Early Childhood, 38(4), 42–50.
   Web of Science ®Google Scholar
• Li, J., Hestenes, L. L., & Wang, Y. C. (2016). Links between preschool children’s social skills and observed pretend play in outdoor childcare environments. Early Childhood Education Journal, 44, 61–68. doi:10.1007/s10643-014-0673-2
   Web of Science ®Google Scholar
• Little, H., & Eager, D. (2010). Risk, challenge and safety: Implications for play quality and playground design. European Early Childhood Education Research Journal, 18(4), 497–513. doi:10.1080/1350293X.2010.525949
   Web of Science ®Google Scholar
• Lucas, A., & Dyment, J. (2010). Where do children choose to play on the school ground? The influence of green design. Education 3-13, 38(2), 177–189. doi:10.1080/03004270903130812
   Google Scholar
• Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of play equipment and loose parts on preschool children’s outdoor play behavior: An observational study and design intervention. Children, Youth and Environments, 18(2), 36–60.
   Google Scholar
• Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years, 27(3), 255–265. doi:10.1080/09575140701594400
   Google Scholar
• Maynard, T., Waters, J., & Clement, J. (2013). Child-initiated learning, the outdoor environment and the “underachieving” child. Early Years, 33(3), 212–225.
   Google Scholar
• Mårtensson, F., Boldemann, C., Söderström, M., Blennow, M., Englund, J. E., & Grahn, P. (2009). Outdoor environmental assessment of attention promoting settings for preschool children. Health & Place, 15(4), 1149–1157.
   PubMed Web of Science ®Google Scholar
• McClintic, S., & Petty, K. (2015). Exploring early childhood teachers’ beliefs and practices about preschool outdoor play: A qualitative study. Journal of Early Childhood Teacher Education, 36(1), 24–43. doi:10.1080/10901027.2014.997844
   Web of Science ®Google Scholar
• Mckendrick, J. H. (2019). Shall the twain meet? Prospects for a playfully play-full Scottish education. 51, 3–13.
   Google Scholar
• Moore, D. (2015). The teacher doesn’t know what it is, but she knows where we are: Young children’s secret places in early childhood outdoor environments. International Journal of Play, 4(1), 20–31. doi:10.1080/21594937.2014.925292
   Google Scholar
• Nebelong, H. (2017). Nothing ventured, nothing gained: Exploring children’s playscapes. Focus On - Child Care Exchange, November/December 2017, 54–56.
   Google Scholar
• Nedovic, S., & Morrissey, A. M. (2013). Calm active and focused: Children’s responses to an organic outdoor learning environment. Learning Environments Research, 16(2), 281–295. doi:10.1007/s10984-013-9127-9
   Google Scholar
• Norðdahl, K., & Jóhannesson, IÁ. (2014). Let’s go outside: Icelandic teachers’ views of using the outdoors. Education 3-13, 44(4), 391–406. doi:10.1080/03004279.2014.961946
   Google Scholar
• Olsen, H., & Smith, B. (2017). Sandboxes, loose parts, and playground equipment: A descriptive exploration of outdoor play environments. Early Child Development and Care, 187(5–6), 1055–1068. doi:10.1080/03004430.2017.1282928
   Web of Science ®Google Scholar
• Perry, J. (2001). Outdoor play: Teaching strategies with young children. New York, NY: Teachers College Press.
   Google Scholar
• Ribeiro, V. (2013). Planeamento para os espaços de jogo e recreio em Vila Nova de Gaia [Planning spaces for play and recess in Vila Nova de Gaia] (unpublished master’s dissertation). Universidade de Trás-os-Montes e Alto Douro.
   Google Scholar
• Robson, S., & Rowe, V. (2012). Observing young children’s creative thinking: Engagement, involvement and persistence. International Journal of Early Years Education, 20(4), 349–364. doi:10.1080/09669760.2012.743098
   Google Scholar
• Sandseter, E. (2009). Affordances for risky play in preschool: The importance of features in the play environment. Early Childhood Education Journal, 36, 439–446. doi:10.1007/s10643-009-0307-2
   Google Scholar
• Sandseter, E., Cordovil, R., Hagen, T. L., & Lopes, F. (2020). Barriers for outdoor play in early childhood education and care (ECEC) institutions: Perception of risk in children’s play among European parents and ECEC practitioners. Child Care in Practice, 26(11), 111–129.
   Google Scholar
• Sandseter, E., Little, H., & Wyver, S. (2012). Do theory and pedagogy have an impact on provisions for outdoor learning? A comparison of approaches in Australia and Norway. Journal of Adventure Education & Outdoor Learning, 12(3), 167–182.
   Google Scholar
• Shaw, L. G. (1987). Designing playgrounds for able and disabled children. In C. S. Weinstein & T. G. David (Eds.), Spaces for children (pp. 187–213). New York, NY: Plenum Press.
   Google Scholar
• Smith, S. J. (1998). Risk and our pedagogical relation to children: On playground and beyond. New York, NY: State University of New York Press.
   Google Scholar
• Söderström, M., Boldemann, C., Sahlin, U., Mårtensson, F., Raustorp, A., & Blennow, M. (2013). The quality of the outdoor environment influences childrens health – A cross-sectional study of preschools. Acta Paediatrica, International Journal of Paediatrics, 102(1), 83–91. doi:10.1111/apa.12047
   PubMed Web of Science ®Google Scholar
• Sugiyama, T., Okely, a. D., Masters, J. M., & Moore, G. T. (2010). Attributes of child care centers and outdoor play areas associated with preschoolers’ physical activity and sedentary behavior. Environment and Behavior, 44(3), 334–349. doi:10.1177/0013916510393276
   Web of Science ®Google Scholar
• Thorburn, M., & Allison, P. (2013). Analysing attempts to support outdoor learning in Scottish schools. Journal of Curriculum Studies, 45(3), 418–440. doi:10.1080/00220272.2012.689863
   Web of Science ®Google Scholar
• Tovey, H. (2011). Achieving the balance. In J. White (Ed.), Outdoor provision in the early years (pp. 12–22). London: Sage Publications.
   Google Scholar
• Waite, S. (2010). Losing our way? The downward path for outdoor learning for children aged 2–11 years. Journal of Adventure Education & Outdoor Learning, 10(2), 111–126. doi:10.1080/14729679.2010.531087
   Google Scholar
• Waite, S., Rogers, S., & Evans, J. (2013). Freedom, flow and fairness: Exploring how children develop socially at school through outdoor play. Journal of Adventure Education & Outdoor Learning, 13(3), 255–276. doi:10.1080/14729679.2013.798590
   Google Scholar
• Waller, T. (2011). Adults are essential. In J. White (Ed.), Outdoor provision in the early years (pp. 35–44). London: Sage Publications.
   Google Scholar
• Waters, J., & Maynard, T. (2010). What’s so interesting outside? A study of child-initiated interaction with teachers in the natural outdoor environment. European Early Childhood Education Research Journal, 18(4), 473–483.
   Web of Science ®Google Scholar