Outdoor Play Literature Review

(18) Corsini and Auerbach (1996) refer play as a vehicle for learning that enables a child to grow cognitively, socially, physically and emotionally. It is more than simply 'a child's work', as within the context of play the child learns about interrelationships and is afforded the means to become an effective participant.

(19) Mclane et al. (1996) examined the attitude of teachers, administrators and college educators towards play and how play is facilitated among children at early childhood. The findings suggested that early childhood professionals held a range of perspectives on play reflecting differences in knowledge, values, beliefs and practices, which were rooted in their differences in personal, cultural and educational experiences.

The results revealed teachers have a distinct and shared belief and that children should be carefully supervised. They should have the freedom to engage in activities of their own choice, without unnecessary intervention from teachers. The teachers predominantly perceived their role in terms of setting the stage for play, observing and monitoring events, and intervening or redirecting only when children's behaviour was considered inappropriate. This view of minimal intervention by teachers was consistent with their beliefs about children as learners and about the purpose and value of outdoor play in early childhood curriculum.

(23) Kirby (1998) examined age differences in the amount of fantasy play in the pre-school classroom and in the amount and type of private speech that occurs during fantasy play in free play episodes. Results showed that age differences were found in the amount of fantasy play and in the amo7lnt of total private speech, word play and repetition.

(24) Essa (1999) points out that play provide many opportunities for children to practice skills, stretch thinking abilities, work through emotions, socialize and be

(32) McClure (2002) concludes that play has all the characteristics needed for mathematical thinking: deciding, imagining, reasoning, predicting, planning, trying out strategies and recording. Some play will involve cooperative learning also. Sharma and Sharma (2002) reveal that early childhood is the age of growth, the period of all kinds of development and growth.

(33) Shabuam (2003) points out that there has been a worldwide consensus among psychologists, that preschool age is the critical period in the life span of the child. It is during this period that foundation for all later development is laid. The growth of imagination which begins in late infanc.1, increases sharply during the preschool years and at that time children show much more interest in makebelieve activities in which they personify and portray fragments of their past adventures, televis.ion plays and adult