COVID-19 redefines play and learning spaces

 

The world of COVID-19 social isolation, schooling from home and restricted opportunities for most Australian families, has resulted in children’s learning, and how children learn, extending to outside the classroom, where children are more closely supported in their learning in the context of their families. Families are more deeply involved in decision making around how and where children learn. Parks, gardens and other community spaces have replaced classrooms , children and families collaborate together in companionable play as a key approach to meeting not only children’s curricula needs, but also to ensure children’s health, wellbeing and feelings of inclusion are supported.

Natural play spaces enable children to engage in a range of curricula learning such as science, numeracy, literacy where exploring, testing, investigating, sharing ideas and creativity are enabled. The affordances of natural spaces lead to children’s enhanced wellbeing and sense of self. Importantly, parents as children’s first and most influential teachers are collaborators with children in their learning and through this are building deep connections with their children as learners, gaining insights into their children which are not afforded parents when children are learning in schools and classrooms.

Liz

Dr Liz Rouse is a Senior Lecturer in Early Childhood Education and Co-ordinator of the Master of Teaching Internship and Leadership Specialisation pathways in the School of Education at Deakin University. Connect with Liz on Twitter @Liz_Rouse_56 or find out about her research at ORCID.