'Oh no, the stick keeps falling!’: An analytical framework of young children’s interactions during free play in a woodland setting
MetadataShow full item record
It is widely accepted that play and ‘free play’ in particular, is beneficial to young children’s holistic development. However, there is a lack of evidence of the role that the natural environment can have in relation to young children’s play. This study examined the elements of ‘free play’ of children aged 4–5 years within a woodland university campus setting. The children chose to wear camera glasses which recorded both the gaze and speech of the individual. This provided a valuable insight into the ‘free play’ of the children and provided a rich data set to enable the development of an analytical framework which maps out the interactions which took place during the ‘free play’ within the woodland environment. Results showed that the children engaged in six key interactions including interactions with the natural environment as part of their play, including the use of sticks, leaves and branches as tools and props ‘as is’ (i.e. in its current form) and ‘as if’ (in conjunction with children’s imaginations). The framework highlights key aspects of their play which tended to be autonomous, child led and imaginary. Recommendations for future research include the use of the framework in alternative environments to explore the impact of different physical environments on the interactions of children within their ‘free play’.
Journal of Early Childhood Research;
Ellis, C., Beauchamp, G., Sarwar, S., Tyrie, J., Adams, D., Dumitrescu, S., and Haughton, C. ‘Oh no, the stick keeps falling!’: An analytical framework of young children’s interactions during free play in a woodland setting. Journal of Early Childhood Research. https://doi.org/10.1177%2F1476718X20983861
Article published in Journal of Early Childhood available open access at https://doi.org/10.1177%2F1476718X20983861
- Education Research 
Showing items related by title, author, subject and abstract.
Blending Human and Artificial Intelligence to Support Autistic Children’s Social Communication Skills Porayska‐Pomsta, Kaśka; Alcorn, Alyssa; Avramides, Katerina; Beale, Sandra; Bernardini, Sara; Foster, Mary Ellen; Frauenberger, Christopher; Good, Judith; Guldberg, Karen; Keay-Bright, Wendy; Kossyvaki, Lila; Lemon, Oliver; Mademtzi, Marilena; Menzies, Rachel; Pain, Helen; Rajendran, Gnanathusharan; Waller, Annalu; Wass, Sam; Smith, Tim J. (ACM Digital Library New York, 2018-12-20)This article examines the educational efficacy of a learning environment in which children diagnosed with Autism Spectrum Conditions (ASC) engage in social interactions with an artificially intelligent (AI) virtual agent ...
Keay-Bright, Wendy (University of Wales, 2012)Exploration and discovery are core components of play. For children with autism, whose needs are complex and diverse, the potential that technology affords for developmentally appropriate play is under researched. Many ...
User-centred design and experience prototyping: Design and implementation of pre-handwriting intervention to children with coordination difficulties/dyspraxia Othman, Muhammad Fakri; Senan, Norhalina; Suparjoh, Suriawati; Keay-Bright, Wendy (AIP Publishing, 2017-10-03)We have proposed a method to assist children with coordination difficulties or dyspraxia to improve their pre-handwriting skills. We have chosen an animation technique called ‘Rotoscopy’, a method that normally been used ...