This tepee tent functions as a play space and a classroom. It is centrally located to the school and incorporates a vegetable garden (photo courtesy of Singleton Primary School). Best practice play spaces As well as the value of play itself, play spaces provide important learning opportunities for students. A compelling body of evidence4 has shown that through play in nature, children improve cognitively, emotionally, socially, physically and behaviourally. Furthermore, research4 identifies that play and learning are inseparable dimensions particularly in early schooling years and that teachers achieve the best educational results when they focus on supporting children’s play. The Early Years Learning Framework for children from birth to five years of age emphasises the need for a ‘play based learning context’, with a focus on the natural environment (Outcomes 2,3 and 4), so that children may learn about the social world5. 4 Martin, K. (2010). Putting Nature back into Nurture: The Benefits of Nature for Children. Perth, Western Australia, Department of Sport and Recreation, The Government of Western Australia. Proactively providing opportunities to play in nature is more critical than it was for past generations of children, as their opportunity to do so spontaneously has diminished in the face of more built up suburbs, manicured parks and backyards, restricted freedom to roam within their neighbourhood, and greater time spent in sedentary and indoor activity6. 5 Details of the Early Years Learning Framework are available from the Australian Government’s, Department of Education, Employment and Workplace Relations website: framework. For information on the outcomes refer to the key document Belonging, Being & Becoming-The Early Years Learning Framework for Australia. 6 Martin, K. and L. Wood. “‘We Live Here Too’…. What Makes a Child Friendly Neighbourhood?” In Wellbeing: A Complete Reference Guide. , edited by Rachel Davies-Cooper and Cary Cooper Elizabeth Burton: Wiley-Blackwell publishing, 2013 (in press).
Where to start Research shows that play spaces designed by adults for students may not be as interesting or stimulating as they could be9. Adults often lose the art of play, and see the world differently. The best way to find out about a “good play space” is to talk to students about their experiences, about what works and what doesn’t, and observe how they like to play. It is important students are involved in the planning, design and implementation of any play space. This will help to foster stewardship for the play space. Teachers from the different years of learning can also provide advice about their play space objectives. A play space can function as a learning space or as an extension of the classroom. Getting ideas from other schools and pictures of play spaces may also help. Case studies about innovative play spaces developed at other schools may also be useful - links are available at the end of this Guide. The best way to find out about a “good play space” is to talk to students about their experiences, about what works and what doesn’t, and observe how they like to play. Community involvement has the potential to enhance the play space and helps to build a sense of ownership and commitment toward the school. This process may involve talking with parents, the local parents and citizens committee, or your local government representatives. Parent, community or local business donations of help or materials can also be a great asset when budgets are tight. 9 Martin K and Wood L (2013 (in Press). ‘We live here too’… what makes a child friendly neighbourhood? Wellbeing and the Environment. Cooper R, Wood G and Burton E, Wiley-Blackwell publishing. Everyone has an idea of what makes a good play space. Please talk with your clients (photo courtesy of St Stephen’s School- Early Learning Centre, Duncraig).