by FAFU
Issue #02 | November 2012
PLAY! by FAFU
CONTENT Page
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The Impact of Outdoor Play
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No Such Thing as Bad Weather
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Folk Nepal´s Education Support Project
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PLAY! by FAFU
PLAY! by FAFU
The Impact of Outdoor Play Outdoor play offers numerous play opportunities that are not available indoors and supports different learning goals in a creative and unique way.
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Experiencing Nature Playing outside is an experience that connects children to nature and helps them to understand sustainable lifecycles. It is vital for our modern society to bring up knowledgeable individuals who respect and understand our ecosystem. Children will grow up less environmentally aware if they are deprived of experiencing nature during their early learning. Outdoor play has also proven to support the development of children‘s immune systems through moderate exposure to natural germs and organisms when playing with dirt, water, and other natural elements. Outdoor play is also important because the natural light stimulates the pineal gland, the part of the brain that regulates the “biological clock,” is vital to the immune system, and makes us feel happier!
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Go on then! Put on that raincoat and start rolling around in the mud!
Sensory Experiences Outdoor play offers all kinds of sensory experiences that are almost impossible to imitate indoors. That includes experiencing change in temperature, seasonal changes, playing in rain and snow, and rolling around in the dirt! All those experiences support children´s brain development and understanding of abstract concepts. Having the opportunity of less restricted play may also ignite more imaginative and creative play as children will make do with natural elements like leaves, dirt, and stones to build houses and make up adventures.
Space Space is probably the most important aspect of outdoor play. The concept of no walls and endless space from head up might not seem significant, but is really phenomenal and life changing for children that are loud and need space to express themselves. More space also increases children‘s physical ability through increased activity like climbing trees, jumping, and running as fast as possible. Playing outside on a regular basis will also improve children´s mood, concentration, and focus because it helps them release tension and builds their confidence.
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“If they can get up, they can get down.”
No Such Thing as Bad Weather
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Want to read more? Kiernas blog is called nosuchthingasbadweather. blogspot.com and she is, as the name implies, very keen on outdoor play.
Kierna Corr is an inspiring preschool teacher from Northern Ireland. She runs a class for 3-4 year olds where outdoor play is a vital part of every day. She also writes a blog and runs a Facebook page to share the magic of open ended learning opportunities, both indoor and outdoor!
young children playing with sticks, whittling with knives, and helping to prepare and cook on fires. I knew I couldn’t transplant a whole ethos to our country but I have tried to introduce some elements and so far it has been very successful and the parents and school authorities have been very supportive.“
Kierna provides children with something that many teachers and early years practitioners would call risky play. Her inspiration comes from the time she spent in an outdoor kindergarten in Eikefjord in Norway.
Children Learn Through All Five Senses Kierna has been taking children outside in any weather for 6 years now and her experience is that the children are more motivated when outdoors, they learn more at their pace, and there are less conflicts than inside. She also noticed that children with disabilities or differing needs are on a more equal footing outdoors where they can interact with their peers without needing to have the same social or communication skills.
“It was there that I first saw children climbing up slides, on top of buildings, up trees, and were encouraged to get up on things by themselves. This is where our rule of “If they can get up, they can get down” came from. I also saw
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“Young children are designed to be active and loud; two things that don’t work inside in a classroom with 25 other children. I firmly believe that all children need to develop their gross motor skills before we can expect them to sit down for long periods of time to hold pencils and perfect their fine motor skills. Children learn by doing and experiencing, not by being told what to do or hearing about things. They need to feel rain on their faces or taste snow. Children need to experience the feeling of a worm wriggle on their hand or see one moving back into the soil. Young children, 8
“Children need to experience the feeling of a worm wriggle on their hand or see one moving back into the soil. Young children, in particular, learn by using all five senses and that is not always possible in an indoor situation.”
in particular, learn by using all five senses and that is not always possible in an indoor setting.” Play Is in a Better Place Than Many People Think Through her blog and other social media outlets, Kierna has made a lot of online connections to other practitioners as well as parents. “I actually feel that play is in a better place than most people thought. I know that I thought my approach was quite unique when I started blogging but now I have ‘met up’ with many other individuals who have the same basic wish for their children; to be outdoors and connecting with nature as much as possible. Everyday I come across more and more outdoor
PLAY! by FAFU
parent/toddler groups as well as playgroups who are spending more time outside. I have also found many nurseries and primary schools who are developing specific outdoor areas with a more natural feel, such as woodland and forest areas where they know children can safely explore and experience nature first hand.” We Need More Funding For Training When asked what her dream is for children in early years education Kierna said she wished for all children to experience a true play-based and outdoor learning curriculum up to the age of 6. “I am sad that so many of our 4-5 year olds are being forced to sit down for long periods of time and are already feeling like failures
by the age of 6 or 7. I would love for more funding for training for all educators to learn the benefits of good quality outdoor play. I wish that the people in power would truly recognise that the early years are the key years of education and that this is where the funding should be increased. If we can get the early years right there will of course be less issues later in the education system.” Despite lack of funding, Kierna is optimistic about the future. “I am hopeful for the outdoor play revolution, but I feel we all need to make sure our message is spreading and never feel isolated, down-hearted or complacent.”
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Folk Nepal‘s Education Support Project FAFU is committed to producing all products via organic and fair trade production processes. We do that because we are genuinely concerned with the future of our planet and its inhabitants, but also because we want to increase children’s welfare through every aspect of our work. Folk Nepal is a charity that we have worked with since 2009 and in the process we found ourselves humbled and inspired by their tireless work and support for children’s education in the rural areas of Nepal. Thorunn (FAFU’s voyager) just came back from her visit to Kathmandu where she visited our production partners (more about that later) and met with Dan Kumar Rai, Folk Nepal´s founder, where they discussed their education related charity work. Nepal’s government supplies free, compulsory education for the age of 6-16 (1st-10th grade). However, 10
parents need to buy their children uniforms and school supplies which is often problematic or even impossible due to poverty, making it the most common cause for school dropout. Children who do not have school uniforms or basic school supplies often feel uncomfortable or embarrassed going to school without them and so it is common that children drop out after 4th or 5th grade (9-10 years old) and start working.
Want to participate or have a good idea for this project? Drop us a line at fafu@fafuplay.com
PLAY! by FAFU
In 2008, Folk Nepal established the Education Support Project with the aim of supporting children to complete their secondary education by passing 10th grade. Since the project’s establishment, they have given around 500 scholarships in the rural areas of Khotang, Jhapa, Barabise, and Sindhupalchowk - all in the Eastern part of Nepal. The scholarships are in the form of books, stationery, school uniforms, bags, and shoes. They have also paid tuition fees for students who’s only option is to go to private schools as well as paying for school building repairs, sponsoring libraries by donating books, and salaries of teacher where schools lack funding.
We were really inspired by all the good work our partners at Folk Nepal are doing to support education in their country and are looking into ways to work more directly with them on this specific project. We see tremendous opportunities in supporting both teachers and students to build international relationships between Nepal, Iceland, and the UK, as we believe that will offer cultural experiences benefiting children in all three countries. Peer to peer education and discussing topics with children from different cultures and economical backgrounds provides great growth opportunities as well as giving the basis for forming lifelong friendships.
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by FAFU
by FAFU
Issue #01 | September 2012
Issue #02 | Nove mber 2012
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