The Return of Play
Recently I saw four boys, ages eight or nine, playing outdoors at dusk on a small street in Baltimore. It was wonderful to experience again the sights and sounds of children freely playing. Most astonishing was that there were no adults visible. In my childhood this would have been such a common sight that no one would have commented on it. Now, I felt like a birdwatcher that had spotted a rare—but fortunately not extinct—species. Read the full article...
Let Kids Be Kids! Using Adventure and Nature to Bring Back Children’s Play
In this article, play practitioner and researcher Caileigh Flannigan writes about the importance of outdoor free play and the learning opportunities in nature loose parts. She includes helpful inforgraphics to help you visualize your own natural outdoor learning space. Read the full article here.
1000 Hours Outside: Helping Children Succeed Academically
What would childhood look like if children spent as much time outdoors as they do in front of screens? If kids spend, on average, 1,200 hours a year on screens, then spending 1,000 hours outdoors seems like a reasonable challenge. The 1000 Hours Outside Challenge is the brainchild of homeschooling mom, Ginny Yurich. Read about it here.
Laboratory for Learning: The Power of Outdoor Classrooms to Fuel Creativity
Well-designed and nature-filled outdoor classrooms are ideal, even magical, places for play and learning. In our study of creativity in the preschool years, we found that children’s creativity and imagination was evident when the following factors were in place: a thoughtfully designed natural outdoor classroom; large blocks of uninterrupted time; an abundance of natural and open-ended materials consistently available; and the presence of caring, supportive adults.
Playing in the Gutters: Enhancing Children’s Cognitive and Social Play
Traditionally the sand area has provided opportunities for manipulation, construction, and discovery as children experiment with pouring, digging, and mixing sand with water. Last year we enriched our sand area with the introduction of plastic rain gutters. By our providing this simple but engaging medium to expand upon learning, a whole curriculum emerged, stimulating cognitive development as well as fostering cooperation, communication, and dramatic play. Read more...
Playing in the Sand—Naturally
The beauty of sand is that it's one of the few manipulatives that truly allow children to explore their imaginations, it’s a material found almost everywhere on earth, and children love playing in it. But look at all the others things they learn on their own, without a teacher, just by playing in a pile of sand! Read more...
Exploring Sand Play by Dr. F. Joyce Gerber
Sand and water hold a tremendous attraction for young children, but as time for play is increasingly threatened by standards and curriculum driven activities, how can teachers validate the educational value and necessity of sand play in the classroom? Read more...
DIY Storytelling Tree with Story Baskets
A while ago we shared our Jack & the Beanstalk Story Basket, since then we've created several more to explore. These Story Baskets are a neat way to investigate familiar (& new) stories using a selection of props. They're great for encouraging recall skills, sequencing, language, storytelling, creativity, imagination, & so much more. Here are a few story baskets we've created recently with props from around our house The Three Little Pigs Story Basket 3 toy pigs Lego bricks Lolly sticks…
Making the Most of Water Play
In the early childhood classroom or outdoors, a water center can by the catalyst for building concepts, developing language, and promoting social skills. Water play is developmentally appropriate regardless of the child’s physical condition, age, language, gender, culture, or exceptionality. Because water is naturally fascinating, the thoughtful teacher can structure the environment and materials in the water center to make the most of water play. Read more...
Introducing Outlast Blocks to Children
A Guide for ECE Professionals By Ellen Veselack and Eric M. Nelson Outlast Blocks are designed to encourage creative play and child-directed discovery. Children will need lots of time and repeated opportunities to explore the properties of their new blocks. Download the free resource here.
The Learning in Loose Parts
Architect Simon Nicholson used the term “loose parts” to describe materials with varied properties that can be manipulated in many ways. He theorized that the richness of an environment depends on the opportunity it allows for people to interact with it and make connections. Early childhood educators have found this to be true and have documented the vast learning that can occur when children are able to invent, create, explore, and rearrange loose parts. Tap through to the full article.
Encouraging Risk Taking
Learning to assess a risk is an essential skill for living. Facing risks is an unavoidable part of life for most adults, and the ability to take calculated risks has its roots in early childhood. Yet we are in an era of limiting risk taking by children. By keeping our children “safe”, are we inadvertently preventing them from learning how to calculate risks on their own? Tap through to read the full article by Peter Pizzolongo.
Making the Most of Water Play
In the early childhood classroom or outdoors, a water center can by the catalyst for building concepts, developing language, and promoting social skills. Because water is naturally fascinating, the thoughtful teacher can structure the environment and materials in the water center to make the most of water play. Click through to read the full article.
Earth Day every day: Community Playthings environmental policy
Our environmental commitment is as solid as our furniture. From product design to manufacturing, to delivering your order, we’ll always use the greenest way. Stop by to learn more.