Reflective Account

The theme of this reflective account is engaging children in participation, and enabling children to have a voice. The Every child matters documentation (Department for Education 2010) focuses on the important role of the adult in enabling children to make decisions and encouraging them to participate and make a positive contribution. As a result through this account, how children in my setting are encouraged to participate in the outdoor play space will be explored. A small piece of research was carried out which will be reflected on, as will theory relating to children making a positive contribution in the early years.
The reason I chose to carry out my research on the outdoors area is that outdoors is very popular in my setting, and I wanted to improve experiences for children, as although popular, after observing outdoor play there are areas that are not used by the children. The every child matters outcome of make a positive contribution focuses on the adult’s role in enabling children to make decisions and encouraging them to participate so this was a good area to engage the children. (Knowles 2009). White (2007) places importance on stimulating outdoor provision emphasising the positive effect it has on minds and bodies. She suggests outdoor play is essential for children but needs considerable planning to be fruitful which my research with children will support. The outdoor play space provides a complex learning environment that is more flexible and child led than indoors and provides an area where children can make sense of the world, by play and exploration of the natural world. (White 2007) Therefore as the outdoors is such an invaluable and popular part of the provision, it was an area that I felt would be valuable in gaining children’s perspectives.
To enable children to have a voice and engage them in participation, I carried out a small research project with the children in my setting, to gain their perspectives on our outdoor play area.

References: CLARK & MOSS, (2001) Listening to Young children – The Mosaic approach, London, NCB & Joseph Rowntree Trust. CLARK, A (2008) Listening to children in: MILLER, L & DEVEREUX, J (eds.) Supporting children’s learning in the early years, Oxon, David Fulton Publishers, 67-72. DEPARTMENT FOR EDUCATION (2010) GREAT BRITAIN, Department of education and skills, (2005) The common core of skills and knowledge, Notts, DFES publications. GREAT BRITAIN, Department for education & skills, (2007) The early years foundation stage, Notts, DFES KNOWLES, G (2009) Ensuring every child matters, London, Sage. MORTIMER,H (2007) Listening to children in their early years, Stockton-on-Tees, QEd publications ROBERTS – HOLMES, (2000),Doing your early years research project – a step by step guide, London, Paul Chapman. United Nations (UN) (1989)Convention on the Rights of the Child, New York, United Nations. WHITE, J (2007) Playing and learning outdoors: Making provision for high-quality experiences in the outdoor environment, London, Routledge.