That Empty Box is ALSO a Toy!

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What is a toy?

To answer this question, we first need to look at how we (adults) define and view toys versus how children view toys. We have a very specific understanding of what a toy is. A toy is something that a child can play with. But, this ‘something’ comes with a disclaimer. We are comfortable when a child plays with a toy that is manufactured by the toy industry that has made sure it is age and developmentally appropriate. That, that piece of object carries the seal of the toy industry. So, if a baby wants to play with a mesh sieve from the kitchen or a toddler wants to use the broom, we are not wholly comfortable. We don’t consider these as toys. We redirect them almost instantly and instinctively without much thought, “Why don’t you play with your toys?”

But, what is a toy for a child?

For a young child, anything and everything is a toy. If a toy is something to explore and play with, then yes, everything is a toy. We forget that babies come afresh into this world. They are free of our societal and cultural conditioning – they do not look at the hair brush and instantly associate it with combing. They will grow to create such associations. But, they are, in a sense, free of the restrictions that we hold. So, if a baby finds a hairbrush, they will mouth it, roll it, chase it, mouth it again and delight in the texture of the bristles and explore it with fervor. A toddler might not just brush their hair but their feet, their frilly frock, the couch pillow. An older child may run towards a heap of leaves, jump into it, climb out of it, stomp on it, jump into it again and giggle in the rustle and chaos of the scatter. This play, this exploration of the object is their way of understanding and engaging with the world. It is their way of asking “why not?”

But, do we look at these as toys? And, more importantly, do we look at this as play?

If the children are engaging in repeated exploration and manipulation of the objects and if the objects are giving them joy, can we not look at the hairbrush and the heap of leaves also as toys to play with?

Specific Playthings

The toy industry is a multi-billion dollar establishment whose sole purpose is to design and manufacture toys for children. Think about it, there is an entire industry dedicated to selling playthings for children. This is no small thing! This is a huge deal in giving children the much needed place in society, in giving their developing intelligence and innate curiosity due recognition. With more and more research emerging in the field of early childhood, toys are becoming further refined. There are toys to help children count, learn letters, reason, code, hone their eye-hand coordination and challenge their gross motor skills. In a way, the industry has left no stone unturned.

But, by purchasing these toys, there is a certain security we derive. Firstly, we believe that ALL the toys that come through the industry are developmentally appropriate – they serve a purpose, a goal. That the toys are essentially what children should be playing with. That the toys with the lofty labels are what shape children in their lives. As goal driven individuals who seek results, we are convinced to buy a toy only when we are assured of its outcomes.

A mock example of how we typically choose toys for play

We know that by purchasing that particular toy, we are offering, essentially, a lesson on logic or the letters. We bask in the safety of these toys because we simply know. We feel secure because we can, in a certain sense, control the kind of early childhood experiences we can give our children. A rich environment filled with age-appropriate toys, each of which promise a skill, a learning!

The Child’s Play

But then, this child enters the scene and runs toward the cardboard box in which the toy itself arrived and plays endlessly with it. This is unsettling because we question what skill the child is acquiring through such play. We want them to play with the toy and not the box.

So, we show them to place the ball in the hole and the baby chooses to roll the ball on the floor. We are tempted to redirect them. Because, we know that by dropping the ball in the hole, they are learning a very specific skill. But what if the baby wants to roll the ball elsewhere? Drop it down an inclined slope? Are we willing to let them? Are we willing to let go of knowing ‘what’ they are learning from each exploration, from each play? Can we be comfortable in that space of not knowing?

We must remember that children do not differentiate between a didactic toy and a non-toy, nor are they result-oriented. In a sense, children make every object a didactic object. They are little scientists who engage through experiment. They also do things for the sake of it.

They jump in the puddle of water because that is calling to them. Just because. What could they be learning from that play? We don’t know. Maybe they are teaching us to be joyful in the moment.

Letting Go | Finding a Balance

In some ways, we need to let go of this control. We need to let children decide what they want to play with and how. We are going to watch for disrespectful behaviour and redirect those energies but, even that, we need to watch. Remember, young children are free of the layers of conditioning that we have? So, are they intentionally disrespecting the object or just exploring it in yet another way? We need to observe before intervening.

We also need to strike some balance. Children do need didactic toys, they do need play that meets specific developmental needs. But, they also need time to play without constraints. If they want to roll the ball downhill instead of putting it in the hole, let them.

We need to take away the notion that children need to learn something from every toy. We need to let go of controlling what they are learning from every experience. We need to be okay with not being able to pin down on what developmental need is being met through each play.

So, the next time they go for the empty box, refrain from redirecting them to play with their ‘toys’. Instead, mark the joy of sitting inside that empty box, diving into the heap of leaves and jumping on a puddle of water as the mystery of childhood, the child’s world, their own domain and sometimes, at least sometimes, let’s not meddle with it.

“Let the children be free; encourage them; let them run outside when it is raining; let them remove their shoes when they find a puddle of water; and, when the grass of the meadows is damp with dew, let them run on it and trample it with their bare feet; let them rest peacefully when a tree invites them to sleep beneath its shade; let them shout and laugh when the sun wakes them in the morning as it wakes every living creature that divides its day between walking and sleeping.”
Dr. Montessori, The Discovery of the Child

Let’s talk about Mess!

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Children are messy! This is a common notion that we adults share. Whether they are playing with some blocks or washing their hands, whether they are painting or rolling up a rug, mess always seems to follow children. We instantly know there is evidence of a child’s handiwork wherever things are in disarray.

Trigger for a Reaction

Mess is something that throws many of us off. It is a cue for an elaborate clean up – no adult with a toddler needs to be told the scrubbing that has to be done following a painting session. Mess is something many of us struggle to look past because it requires effort to rectify, energy to restore and time to reset. Mess is not something we want to have time for because we associate mess with mischief, disrespect and unruly behavior. We think of mess as bad.

But, in early childhood, mess is not a sign of rebellion. It is a sign of learning, a sign of overwhelm, a sign of wanting some 1:1 time. In young children, mess is a reminder for observation.

Types of Mess

The “ I’m learning” Mess

When a child is learning to do something by themselves, there is going to be a mess. This is a natural part of exploration and learning. We need to train our eyes to look at the mess and see what it symbolises. It is a sign of work. In the process of taking food from the plate to their mouth, their yet-to-be coordinated body, their yet-to-gain finesse hands have spilled some or most of the meal. This type of mess is the remnant of a child at work.

How to help?

We help by first not saying, “Oh my god! Look at what a mess you have made. This is why I prefer to brush your teeth myself!” Likewise, there is also no need to tell this child that the mess is a sign that they are learning. Instead, what we can actually do is look at this child.

Is this child a baby, a toddler or an older child of 4 or 5 years?
Can this child help you in the clean up? If so, is this child actually going to clean up without your prompt?

If they are going to clean up, we just wait. Else, we swoop in and say, “Okay, so you have finished washing your hands. I notice some water here. How about we get that purple sponge and clean it up?” If this is a baby who cannot yet help, we can offer a piece of cloth for them to hold and also model how to clean up. Yes, this is hard work! But we need to remind ourselves that we are setting the tone for future initiatives by this child. When this baby becomes able and ready, they can collaborate in fixing the mess.

The “ I have too much” Mess

Another kind of mess happens often with children who have too much. For this, we need to understand that our level of too much and the child’s level of too much are not the same. If we have a book cabinet with about 30 books, we can look for the title we want from the mix and move on to reading the chosen book. But, even we struggle nowadays, I must say. Everytime we are on Netflix, we take hours just deciding which movie to watch. If this is true for us, then it is even more true for little children. They need limitations.

When we have all their toys dumped in a tub inside a playpen, there is going to be a mess. This is a kind of mess that is detrimental to progress because it curbs exploration. It leads to a child jumping from one to another, banging, throwing, screaming and creating further mess – signs of the child coping with the mess.

How to help?

We help by offering this child the much needed limitation. Have a look at what draws the child and choose 3 – 5 toys that support or aid this. Put everything else away in a closet, out of the child’s sight! Now, these chosen toys can be arranged very neatly on a mat on the floor, under the centre table, on a low cabinet or shelf. The toys can be rotated when we feel the child is seeking new challenges.

The “ I need some attention” Mess

This happens to almost all of us several times a day. Adults have a lot of responsibilities around the house – we have to wash the dishes, fold the clothes, take that important call and we cannot give children our full attention all the time. And, we needn’t! But, when the child is creating a mess, it is a sign that they need help. It is not a time to ignore the child or the mess as this child needs help to fix the mess, to fix that feeling of wanting to create the mess. It is a reminder to stop.

How to help?

If this is a toddler or an older child and you have to take that important call, talk to them. Tell them, “Amma really needs to talk to this client. I will be with you as soon as I am done. You can bring a nice book over here and read it. We can look at it again after I am done.” They may be able to wait or they may not, depending on the situation and prior experience with waiting. Once you are done, you can go over and give them that 1:1 time to calm their energies.

It is important to stop because we first need to calm the energies, calm the need to make that mess. Children also need bites of 1:1 time with us during the day. This will calm, ground and secure them, readying them for periods of play.

The “ I’m curious” Mess

Young children are learning. They are learning that when they release their hold, that piece of potato will fall splat on the floor, that when they turn the tap fully, water is going to flow at full force. This mess is similar to a child who is learning. However, this mess may happen because of a curiosity to know what happens if? This is a way to understand that their actions impact their world.

How to help?

We help by showing the child how to fix the mess once the curious exploration comes to an end. This is very similar to the, “I’m learning mess” and requires the same kind of assistance in resolving.

Looking beyond the Chaos

Understanding where children are in their development, observing their actions and the motives behind them will help us form a bigger picture of their mess.

The child’s order and disorder, the successes he attains, depend often on one’s ability to observe the least particulars, because only through doing will the result be satisfactory.”
Maria Montessori, The Child in the Family

As we have seen, mess is a sign of work, a sign of learning, a sign of exploration, a sign of having waited. Mess is a sign of growth.

Why Vocabulary Matters!

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What is Vocabulary?

When a child is born, we surround them with language. We offer words, “Oh, look at that bird, that is a crow.” We move on and name a few other birds – pigeon, myna, sparrow and soon, our repertoire of birds is exhausted. We now look at every other bird and say, “See, that’s a bird!” This happens to almost ALL of us. When we take a walk in our neighbourhood park with our child, how many of us stop and show our child the different trees, shrubs, plants, flowers and birds? Do we ever stop to look around or do we just group all of these into ‘nature’? For most of us, every tree is a ‘tree’ and every flower is a ‘flower.’ But for young children who rely entirely on us to understand what their world has to offer, vocabulary becomes a necessity to connect with it completely.

Vocabulary is a collection of words. It is a list of words that we associate with objects, emotions, people. All of us have a database of words which we use to communicate with one another. For some of us, this vocabulary is rich, while for some others, it is limited. Vocabulary becomes so important when we want to understand something, remember it, explore it further, build abstractions and speak about it. We never stop to think of the limitations of a scarce database of words!

Our Obsession with Letters!

There is a serious concern that haunts each of us when it comes to teaching our children the alphabets. We don’t think as much about words as we do about letters. We start with letters very early. We sing the ABC songs when our babies are barely a few months and we read them a string of alphabet books. The day they identify the letter R or the letter P, we celebrate.

The truth is letters are important. Yes, we want our children to know them because they are the building blocks of words. But, what use are letters for a young child who has no words to build them into? What will the child talk about if she does not have the experience and word association to remind herself of that experience? With young children, we need to worry more about words and less about letters. This is because, without words, letters stand as isolated entities that have no meaning! Letters become important only when our children have a well-stocked repertoire of words that they then want to pen down or read about.

The WHAT child

Children under six are explorers. In their exploration of their home, their garden, their society they come across various objects. This sparks their curiosity and they eagerly ask us, “What is this?” We have all come across that young child, constantly asking us what, what, what! They parrot this as they move from one to another, trying to understand what their world is made up of. If our own repertoire is very limited, what can we feed our children? This unique aspect of human beings – naming everything from objects to emotions is what connects us with others. Without words, without a rich vocabulary, we are limiting the child’s further exploration and understanding. We are taking away from them the joy of communicating their discoveries with others.

Why does Vocabulary Matter?

A Word for Everything

When we say the word flower, each of us conjure up an image of a flower. The flower in my head is the poisonous oleander. This is probably because in southern India, most of us grew around oleander flowers. Poisonous as they are, oleanders are found in abundance in South India. This is the image that comes to my mind when I hear the word flower. Now, when I say the word flower, each of you reading this has your own image of a flower. The images in our minds may or may not match. This is because we each have different experiences that conjure up an image. When I become more specific and say sunflower, immediately all of us draw up an image of a sunflower. This abstract image of the sunflower in my head may still be different from yours but we are all thinking of sunflowers. We have now narrowed down to the specifics.

A word for everything is important because every word is a tag on which that whole experience will sit. Without that specific word, a child cannot carry the experience anywhere. If our child comes to us and says, “Amma, today I saw a big flower. It was yellow.” and all we can say is, “Oh you saw a flower. Very nice!” That whole experience stops right there. Instead, we say, “Oh, what colour was it? Was it purple? Was it yellow? Did it have large yellow petals? Did you notice a brown disc in the centre? I think you saw a sunflower. How wonderful.”

Later, we can talk about sunflowers and go back to observe it with more understanding because we have given a word for that particular experience of the child.

Ability to Notice

This is a skill that is lacking in most of us as we now spend more time looking at our screens. At the bus stop, we hold our child’s hand and are busily looking at our screens. At the restaurant, each of us is holding a phone and scrolling down. We don’t notice what is happening around us. Let us take the same example of the walk in the park, assuming we know the names of the different trees. When we have named these for the child, we will see ourselves and the child begin to notice more details. It is like getting to know a person. We have taken the effort to learn the name of this tree and the tree then starts to come alive for us. We notice its branches, how they sway differently from the branches of another tree. How the trunk has ridges and how the roots are as thick as the branches and so on. Without that word, we don’t notice further. We just move on with our lives because we know nothing about that object.

Wonder!

Oh, the joy of wonder! The ability to wonder should not just be a child’s gift but an adult’s as well. How many of us wonder? Do we ever curiously look at a bird and wonder why it flies so low, why does the hummingbird jump from one flower to another so swiftly? How are big birds able to lift their bodies? Wonder is the birth of all knowledge, without wonder, we are limp! A child can carry the abstraction of the object and the word in her mind and gradually begin to wonder about it. A word is a gate pass into wondering all about an experience. It is the beginning of all the why questions that an older child comes to us with. However, without the what’s the child cannot move onto the why’s.

Fondness & Love

This is ultimately where we want all these words and experiences to take our children. This love for what they see around them. Let us take the same example of the park. If our child accompanies us every morning and we spot different birds and rest under different trees, these experiences create joyful memories. If someone were to cut that large tree under which you spent every morning with your child, resting, singing and laughing, won’t it be like someone is snatching away a dear friend? Would we not care enough to at least see if that can be stopped? We rarely ever pause and care about these things, not because we don’t have the ability to care but because we don’t know anything about life around us to even notice what is going on.

A word is so much more than a word. It has the potential to lay the foundation for abstract thinking, imagination and intelligence. This is not to say we invest in a pack of flash cards and just offer ‘names’ to children. With young children, we offer words with experiences so that the word can sit on top the sensory richness of that experience. This way, the child can club all that experience into a single word. So, we need to take the effort to learn the names of words ourselves so that we can pass this on to our children. It is not just about ticking off a list, “bird, tree, car.” We need to invest a little more attention and care into marrying that experience with the word.

Dr. Montessori, in her book To Educate the Human Potential, said “We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity.”

Play with the Natural Environment : From One Mamma to Another

Hear it from the Mammas!

Today, we live in a society where children and adults are increasingly cut off from and deprived of time with nature. How can we expand our understanding of outdoor play and understand the importance of children playing with nature?

We have a Montessori Mamma of an 18 month old from Bangalore, India sharing how children can explore the outdoors and develop a sense of belonging with the natural world.

Hi Karuna, tell us about yourself and your family.

Thank you for having me on Srishti. I am from Hyderabad, India and currently settled in Bangalore with my husband and our daughter, Urvi. My mother was a Montessori guide and that inspired me to become a certified Montessori teacher. Being aware of the Montessori philosophy, my husband and I chose to adopt it at home. It is a way of life and has empowered us as parents in so many ways.

Can you describe Urvi’s home environment with some details about different parts of her home such as the living room, bedroom, bath, kitchen and dining?

Living Room : At the foyer, we have a child-sized chair set up for her to be able to sit down, put on or take off her socks and shoes. We keep two pairs of shoes tucked under the chair and the socks come from her wardrobe. Adjacent to the living room, we have an entertainment room with a few age-appropriate activities and an indoor slide set up for her.

Bedroom : Although we co-sleep, ever since she was mobile, we moved her onto a floor bed to facilitate independence. We have a small area set up with books and 2-3 activities for her to choose from while she is getting ready to tuck in for the night. We also have a changing station that includes a child-sized chair, a laundry basket, dustbin and a table with all the necessary supplies for her to access. At the dressing area, she has access to her comb, tissues to wipe herself, bindis and a few hair bands if she wishes to wear one.

Bathroom : Our bathroom setup is still a work-in-progress. At the moment, we are in the toilet learning phase and the door is always open for her to access. We have a floor potty chair, if she chooses to sit on it. As she has been showing interest in the water closet, we have a training seat on it as well. We are yet to set up a stool for her to be able to wash her hands independently. Meanwhile. we help her up at the wash basin to wash her hands. We’ve also kept a small towel for her to dry her hands once she is done.

Kitchen & Dining : We converted an old step-stool into a kitchen helper in order to facilitate independence in the kitchen. Few of her utensils such as plates, glasses and spoons and snacks are arranged in an IKEA play kitchen. We also have a few cleaning utensils like a dustpan, brush, mop cloth and mopping stick handy for her to use when there is a spill.

At mealtime, she has a choice between eating at her child-sized table and chair or at our table. She sits on the high chair or bar stool when she is at the table.

Tell us a little about Urvi’s daily routine.

On a typical day, Urvi’s day starts between 6 and 7 am. Changing her diaper, offering to sit on the toilet and brushing her teeth are the three things that we try to be consistent with. If she resists, we come back when she is ready.

Mornings are usually rushed, but she is involved in meal preparation, if it is simple (like idly or rice roti). She spends time with her father either reading books, listening to music, putting away laundry or going outside. Between 8 and 9 am, she has her breakfast followed by a bath.

Between 10am and 12 pm, we do a sensory activity, listen to music or if the weather permits, we explore our outdoors and have a snack in-between. By 1pm she has her lunch. Usually, she takes a nap for an hour or two between 2 and 4 pm. Post 4pm, we run errands, do household chores, visit a park or do an activity at home like art, food preparation or dance. By 7pm, she has her dinner and bath around 8.30pm. Before going to bed, we spend sometime reading or singing a few songs.

What constitutes Urvi’s outdoor environment?

We live in an ancestral house and are fortunate to have a back and front yard. The front yard has a few potted plants and a lawn. The backyard is mostly concrete floor with a patch of lawn.

What are some ways in which Urvi explores the outdoors?

At present, she is drawn to movement, especially climbing, and loves climbing anything she can. An example being, the gate or stairs or a ramp. She enjoys following ants, butterflies and snails. At one point, she loved plucking leaves and flowers but now she prefers putting them in her mouth. Outdoor time has been an opportunity for trial and errors. Just the other day when we were outside, she put her thermic sense to use and started standing at different areas to check the heat. Our outdoor environment has been a wonderful source of repetition and concentration.

What kind of outdoor activities do you set up for Urvi? How do you change them according to her needs and interests?

In the front yard, we have two buckets of different colours, a wheelbarrow and a watering can. One bucket is used to fill water for watering plants and the other bucket is for collecting dried or fallen leaves. The collected leaves are used for our fir trees as compost.

In the backyard, we have rice flour for doing rangoli, bubble solution, primary coloured clothes pegs which she uses while drying clothes. We also use the pegs as an open-ended toy to form different shapes. We have some coloured chalk to go wild on the floor and refine her fine motor skills, a bowl and brush to paint with water on the floor and also a small scooter to scuttle around.

Our small patch of lawn has a concrete boundary and Urvi uses it as a balance beam. One of her preferred activities is to climb up the ramp, drop a ball and watch it roll. If there is something she is trying to master, I try to incorporate it in the outdoors or indoors.

We love spending time in the outdoors doing sensory and art based activities. We spend some quiet time outside as well to observe and listen to our surroundings. We do sound mapping – since she still can’t put her thoughts on paper, we track sounds by pointing in the direction of it. If we find an insect, snail or butterfly that is idle, we try to observe it in proximity.

How do you cultivate a love for plants and caring for them in Urvi?

The way she interacts with plants has changed over time. At one point, she had this strong urge to pull, pluck and yank flowers and leaves. Although, I gave her opportunities to satisfy her need to pull, my husband and I constantly modelled gentleness and mindfulness towards everything that needs to be dealt with care. Now, at 18 months, she is slowly aware of the fact that weeds need to be plucked, flowers can be plucked for use, herbs can be cut for cooking and everything in the garden needs nurturing.

Do you regularly give her experiences of other outdoor environments that involve fresh air, plant care and natural exploration? How do you manage to find such places in buzzing, urban cities?

Almost 3-4 times a week, we go to different children’s parks in and around our locality. At least once a week, we go to the market to buy fresh fruits, vegetables and flowers. There are days when we simply go for a stroll on the roads near our home (you will be surprised with the amount of things that catches our attention). To be honest, living in the city is quite a challenge in terms of finding age-appropriate places to explore with her, but through friends and social media, we find interesting places and events to explore at times.

In what ways, do you think Urvi has benefitted from the outdoors?

I feel that spending time outdoors has helped her to be physically active. All the experiences outdoors, from her crawling days to walking now, has helped her to develop good balance, agility and coordination. At times, I find her in bouts of deep concentration. She seems to be aware of her surroundings and has good observation skills. Most of all, I feel it has helped her to be a calm and collected child.

As a parent, why do you think it is important for young children to spend considerable time outdoors, amidst nature?

Having exposed Urvi to spending time outdoors since birth, I feel that it has been the best stimulus for all the senses. The child is constantly evolving and nature has the power to constantly cater to the child’s developing needs. Being in nature is the perfect opportunity to observe the natural habitat for animals, notice changes in seasons, enjoy the cycle of plant growth. Supporting the child’s experiences and exploration through precise language nurtures their learning further. The foundation for all the sciences is rooted in nature and the best thing we can do as adults is to give them the time and expose them to different situations and places.

Can you share a few guidelines with other parents on how to set up an outdoor environment for young children? (both apartments as well as independent houses)

For most parents, the biggest challenge is knowing what activities to offer to their children when it comes to the outdoors. Although there is no particular list to refer to, I believe irrespective of age, it’s wonderful to expose our children to gardening and composting. For a lot of us, gardening can be quite intimidating but for young children all you need is a pot, soil, seeds and water. It may grow, it may not, weeds may come, worms can come, the plant might die – it’s all an opportunity to learn.

For the ones who do not have enough outdoor space, they can consider bringing outdoor elements into the indoor space. A few easy-to-maintain and safe indoor plants for the child to take care of or a few herbs by the windowsill, a bird feeder, art, water play and open-ended loose parts (chips of wood, stones etc.) to explore can be other things to consider.

The Difference between Unstructured Outdoor Play and Outdoor Play Structures

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What is Play?

The word play brings to mind exploring something with an open mind, discovering its properties, understanding what it can or cannot do and forming new ideas. For the child under six, play is a bridge that links them to the world. This play is the work of the child and through it, they form many new ideas about the world while also understanding themselves and their endless capabilities.

Outdoor play is an important aspect of play that introduces to the young child the wonders of the natural world.

“Play is motivated by means more than ends. Play is constantly evolving and developing into new forms of play and play schemes. Play is also not passive but requires constant assessment and engaged minds.”
Angela J. Hanscom, Balanced & BareFoot

Unstructured Outdoor Play

The word unstructured by itself removes limitations on the child’s exploration of the outdoors. The outdoor environment has so much sensory stimuli that unstructured play allows the child to choose which stimulus they would like to be drawn to.

Bonding with Nature

In today’s world which is crowded by tall buildings, endless traffic and busy schedules, outdoor play provides a respite to the young child. It slows down time just a little bit, allowing them to freely play in the natural surroundings. This kind of play in the outdoors without all the layers of human touch is vital for the child to form a lasting relationship with nature.

Dynamic Challenges

When we leave the child to freely explore the natural world, they can set their own challenges depending on the stage of development they are in. A baby might simply be on a patch of grass, crawling and watching a butterfly or grasping a flower while a toddler might choose run on the grass, feed birds and pick fallen leaves. Older children with more controlled movements are free to set more complex challenges such as climbing trees, hiking up a steep slope or running and playing with the dog.

This kind of structure-free play frees up the mind to set challenges for oneself and devise strategies to overcome them.

Sharpening Judgement

Imagine the young child in a natural environment and think of the endless possibilities for building judgement. As adults, we sometimes forget that the child is building judgement through play. Every interaction such as crawling to a leaf, trying to catch a dragonfly, getting pricked by a thorn, feeling the prickly grass, falling down while running or jumping high for the branch with the fruit calls for calculation. These are essential for the child to hone and a structure-free natural environment will do a lot to constantly challenge the young child’s judgement.

Vivid Imagination

Because of the range of sensory input the child receives by playing outdoors, the abstractions they form are diverse. These lay a strong foundation for the budding imagination. An older child will begin to show signs of this imagination when they use leaves as medicines in their imaginary play, twigs as huts, straw for water boats and so on. This imagination which is more manifest in the older child has its foundation in that small baby who plays with the outdoor environment and understands it.

Outdoor Play Structures

Outdoor play structures on the other hand are specially designed structures to challenge young children’s gross motor skills, their vestibular sense and overall mind-body coordination. Some commonly found structures are swings and slides, merry-go-round, jungle gyms and climbing domes.

Fixed Challenges

Each of the play structures are created for a specific challenge. For example, the slide is designed for the child to climb/crawl up the ladder using calculated movements and then slide down at full speed. While sliding down, the child’s vestibular sense is stimulated. The same goes for most other commonly found play structures. They are designed for fixed challenges and do not hold the same openness as natural environments with dynamic challenges.

Not Exactly Outdoor Play

While swings and slides which are large equipments fit better in an outdoor environment, they are not necessarily outdoor play. There is no element of nature involved in this play apart from some fresh air which comes naturally by being outdoors.

No Room for Imagination

A swing or a slide or merry-go-round does not challenge the child’s inner need for exploration. Play is something that must show different dimensions with each exploration. Imagine adults calling a treadmill or an elliptical ‘play’. These are specific gym equipments designed for specific purposes. Likewise, the outdoor park structures are specific equipments designed to serve specific purposes and they do not do anything else to feed the child’s imagination.

Why is it Important to Understand the Difference?

These days, when we use the word outdoor play, it somehow immediately translates to play in park structures. As we have seen, outdoor play is so much more than playing on a swing or climbing a jungle gym. Although play structures help challenge the child’s gross motor skills, they do not necessarily feed other areas of development which a natural, unstructured play environment fosters. While it is necessary for us to take our children to the neighbourhood park to challenge their gross motor skills, it is also equally important to plan and take our children to natural settings with raw nature unfolding. The structured outdoor parks with plastic grass, wood chips and foam mats are not the same as the uneven outdoor trails,the hilly slopes with wild flowers and shrubs, the stones and gravel which make the play a lot more challenging.

“Playing in nature adds an element of adventure. Nature is unpredictable and exploring nature is always an exciting experience. Since playground equipment only serves a few functions, it often leaves little to the imagination. Having access to movable natural items, such as branches, rocks, sticks, leaves and pinecones adds a new element to play. Natural playgrounds tend to inspire creative play in children because there are endless play opportunities.”
Angela J. Hanscom, Balanced & BareFoot

When we expand our understanding of outdoor play, we will begin to look beyond the park fences and understand that outdoor play is the beginning of a lifetime of friendship, love and oneness with the natural world.