Enabling Environments: Outdoors - Unfamiliar territory

In Poole, we were keen to organise some early years training with two main aims: to enable children to explore the outdoors more freely and to enable practitioners to find a better balance between adult-led and child-initiated play, and so co-construct plans for children's development through discussion with the children and other adults.

For some settings, these aims constituted a major culture change. So, our philosophy was that a new way of working with children would be easier to introduce in an unfamiliar environment, where different habits were not already entrenched and possibly difficult to eradicate.

Taking part were three full-time early learning advisory teachers and members of staff from seven PVI settings, including eight graduates and two Level 3 practitioners.

The project built on EYP training delivered by Robin Duckett from Sightlines Initiative (SI), Britain's organisation representing the Reggio Emilia approach.

The second phase, however, was more ambitious, with Robin and Liz Elders, also of SI, delivering five days of training over seven months. Settings also received support between the project days.

The project encouraged and supported all settings in taking children out to an unfamiliar environment and to reconsider the nature of the setting's planning in a variety of ways. The project days were held in Upton House, an old stately home surrounded by rich and varied grounds, although the outdoor environment was only used on the first day. It soon became clear that the main emphasis of the project was improving adults' observation skills, documentation techniques and, significantly, ability to reflect on what they had seen and heard, leading to what we came to understand as 'reflective planning'.

Members were engaged in discussion, stimulated by DVDs, images and visual prompts, and, in between, all seven settings received at least one visit. The aim of the visits was determined by the needs of the setting, although all groups were accompanied out into unfamiliar places with children at least once. Settings asked for support at staff meetings, parent workshops and during sessions to advise and support the staff.

RESULTS

Each setting made significant progress - some by taking children off-site more, others by managing to reshape the setting's planning and some achieved both. They reported various benefits to the children including:

• having fewer accidents

• better co-operation and less conflict

• greater self-confidence and concentration

• improved language, creativity and physical development

This was because:

• an unfamiliar environment offered new experiences and better stimulation

• children were free to explore their own ideas and follow their own fascinations

• adults gave children time and space to explore places and ideas

• adults collaborated with children about learning, therefore children were directing their own learning.

Adults said they:

• became more relaxed about letting children explore

• reassessed their risk analysis of outdoor play

• now understood why it was important for children to take the lead and how to balance children's leads with their input

• became better observers

• became more relaxed about planning

• needed to manage children's behaviour less

• knew the children better

• became more excited about their job

• now understood the links between going outdoors and the characteristics of effective learning.

PRACTICE POINTS

To initiate a similar project:

• Bear in mind a culture change such as this requires dedicated, enthusiastic and passionate participants who have their managers' support.

• In the first instance, choose a highly-qualified group of participants and engage the experts from the beginning.

• Make sure adults understand that the new philosophy does not mean a laissez-faire attitude - the quality of adult support is as high, only the emphasis has altered.

• Lead by example - run the project days in partnership with the group members, role-modelling a reflective approach, sometimes leading their thinking, following their lead and working alongside them as co-collaborators.

• Offer practical support tailored to each setting's needs.

The Sightlines Project was gritty and challenging, writes EYP Cara Higgins from Merley Community Pre-School.

The mix of EYPs and early learning advisory teachers created a diverse and creative learning group that was able to discuss freely the challenges met in translating theory into practice. I found it a wonderful learning experience, being able to work with colleagues from other settings, all with a passion for developing outdoor play.

The project was a real catalyst for change in our setting. I was encouraged to consider the fascinations and interests of the children in the setting, to really observe their interactions with each other and staff, to listen more carefully to what the children were saying and to consider the inspiration for their ideas and creativity.

The project provided me with a new confidence to take the children out beyond the boundaries of the setting. I encouraged the staff to take the children to nearby woodland to explore and make discoveries alongside the children; I wanted them to become partners in their adventures.

As a result of the project, staff morale and well-being are high. I have witnessed huge changes in staff interactions with the children and parents. They are now truly interested in what engages the children and are inspired by their enquiries. Staff have taken responsibility for their own professional development and are much more aware of areas where training could support the development of their practice.

Most importantly, I have noticed an amazing difference in the communication skills, physical development, involvement and behaviour of the children in the setting. They are enthusiastic about the activities they have planned, they are engaged, have a voice and essentially recognise that they are listened to.

The Sightlines Project has been invaluable for me in terms of personal development, changes in practice, staff development and providing more relevant and meaningful experiences for the children who attend the setting.

For further information, contact Clare Schmieder on 01202 633693 or c.schmieder@poole.gov.uk