Abstract

This paper presents a series of reflective observations on the use of outdoor spaces in Melbourne, Australia, during the 2020 COVID-19 pandemic lockdown. With the closure of playgrounds and organized sports, the authors observed three themes emerging: changes in users and uses of parks and reserves; markers of children’s activities in public areas; and, children’s creation of huts, dens or “cubbies” as evidence of constructive and imaginative play.

Three months on from our first big garden design, the question is, how is the garden growing?

Building a sensory garden, A story by Sally Joyce, Joyce Mowing & Gardening

Presented by Robyn Monro Miller as part of the Autumn Online Learning Series. 

"The Pandemic Play Project came about because of a moment in history shared by people around the globe, coupled with a recognition of the importance of play in children's lives. This project explored the effects of the COVID-19 pandemic on the play lives of Australian children. Because of coronavirus restrictions, it was carried out almost entirely online, during one of the longest and strictest lockdowns in the world. In 2020, some Australian children spent more time in lockdown than at school with their friends. This highlighted differences in play opportunities, based on where they lived. It also revealed the creative efforts that enabled children to stay playful at home during lockdown. In schoolyards around Australia, the coronavirus permeated children’s play as they adapted their games, rhymes and songs to this new theme, and played according to new rules that were not of their own making, and therefore outside their control."

Authors: Judy McKinty and Ruth Hazleton

Click here to read the journal article online

"Equip your students with the theoretical and practical knowledge to thrive outdoors in natural learning environments.

Early Years Learning in Australian Natural Environments provides pre-service and practising teachers with the knowledge and skills to connect children with nature through outdoor play and learning. Rich with contemporary theory, research, practical guidance and provocations, this text addresses a range of topics related to Immersive Nature Play Programs in the early years. These include the benefits of learning in natural spaces, First Nations People’s perspectives, understandings about pedagogical interactions and policies, and education for sustainability and risk management.

Written by an experienced team of Australian authors, this book will support pre-service teachers in developing a deep understanding of how nature-based play and learning can promote children’s wellbeing and development."
 

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