This blog from the Tinkergarten community, supports families, leaders and those attending Tinkergarten outdoor playgroups.  Blog posts are categorised for ease of use and include early learning, parenting, nature, meet our team and #OutdoorsAll4 which encourages outdoor play throughout all seasons.

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This excellent resource from Scotland, clearly explains the Reggio Emilia approach in early years settings and asks what the Scottish early years education system can learn from this. Whilst relevant to Scotland, the reflective content can easily be applied to our own education system. The document explains why direct replication of the Reggio Approach would be both difficult and not recommended, yet can undoubtedly serve as a stimulus for much needed change within our own system.



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Subject Area: Reggio Emilia

This document from Western Australia is a powerful resource for recognising and linking curriculum, outcomes and capabilities to Nature Play/Pedagogy from Early Years up to and including Year 6.

Outdoor learning spaces are a feature of Australian learning environments. They offer a vast array of possibilities not available indoors. Play spaces in natural environments include plants, trees, edible gardens, sand, rocks, mud, water and other elements in nature. These spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature. They foster an appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education (DEEWR, 2009, P. 16).

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Year Level: Early Years, Primary

Subject Area: Curriculum

Positive risk-taking in outdoor physical play is important for children’s optimal health and development. Despite this, there is mounting concern that many developmentally beneficial activities are now seen as dangerous and something to be avoided. Perceptions of risk are very much subject to cultural interpretation, and the growing risk aversion evident in some developed Western countries, namely Australia, the United Kingdom and the United States, is less obvious in other developed countries, notably some of the European and Scandinavian countries. To explore some of these cultural differences, early childhood practitioners from Australia and Norway were asked about the outdoor play experiences they provide for children and their attitude towards risk-taking in play. Results showed that practitioners from both countries recognised the importance of risky play for children’s development and well-being. However, differences in the extent to which children’s risky play was supported were evident. Factors associated with the quality of the outdoor play space, regulations, and threat of litigation were identified as constraints for the Australian practitioners. These findings have implications for the development of policy supporting teachers’ pedagogical decision to provide developmentally challenging play environments for children.

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Year Level: Early Years

Subject Area: Risk