Toddlers
What We Saw: A group of toddlers
were playing outside on the playground equipment.
One child noticed a broom that was up against a wall.
He took the broom, and began to sweep the ground.
The teacher saw this and went over to see what he
was doing. She commented, "You are sweeping the
ground." Then the teacher took another broom
and swept up some of the leaves that were on the ground.
She said, "Look, you can sweep up leaves with
the broom." Two more toddlers came over and curiously
explored the brooms. The children spent time busily
sweeping up the leaves and pushing them in the corner
of the play area. The teacher said, "I guess
that's your job today, sweeping up the leaves."
The children smiled and focused intently at their
newfound activity.
What It Means: The outdoor environment
in an early childhood program is an important part
of the curriculum where children are engaging in physical,
cognitive and socio-emotional learning. Even programs
that have limited outdoor space have opportunities
to visit parks, take walks and find relevant learning
right near their facility. Teachers who cue in
to the interests of children take outdoor learning
to the next dimension as they respond to the curiosity
and spontaneity of children. By talking to the
children about the things we can hear, see, touch
and feel we are sharpening their observation skills.
When we ask open-ended questions we are encouraging
reasoning and problem solving skills. Planning for
outdoor play and being actively involved with
the children is a recipe for quality early childhood
services.
