Teach Early Years - Issue 14.2

MICHELLE WINDRIDGE IS THE NATIONAL EDUCATION LEAD FOR SCHOOL-BASED EYFS Michelle Windridge explores three influential approaches to play-based learning from across the globe… A world of play P lay is a universal language. From sandpits in Sydney to forest dens in Scandinavia, children across the world learn, explore, and express themselves through play. While cultural traditions and pedagogical models vary, there is increasing global consensus that play is essential for early childhood development. In the UK, educators frequently look beyond borders to draw inspiration from international models of play-based learning. As the early years sector evolves to meet the complex needs of today’s children, these global insights can help to inform more holistic, child- centred practice. So, pop on your imaginary explorer’s hat, pack your curiosity, and let’s globe-trot through the playful pedagogies shaping early years practice worldwide. 1 SCANDINAVIA: NATURE AS THE THIRD TEACHER Scandinavian countries, particularly Finland, Sweden and Norway, have long been regarded as trailblazers in early childhood education. Central to their approach is friluftsliv (open-air living), a cultural commitment to outdoor life, which is embedded in forest school models. In Norway barnehager (kindergartens) often take This ethos has grown in popularity in the UK, where forest school initiatives have flourished in recent years. Practitioners inspired by Scandinavian models are increasingly weaving outdoor learning into their curriculum, using nature to support children’s emotional regulation, physical development, and social collaboration. However, despite good intentions, outdoor learning in the UK is still often treated as an “add-on” rather than an integral part of a child’s daily experience, particularly once a child starts school. This may be due to curriculum pressures, logistical challenges, or perhaps because the deep-rooted cultural value placed on being outdoors, so evident in Scandinavian countries, is not yet as firmly embedded in UK society. A 2021 study by Harris (bit. ly/3JeZxtj) found that children in forest school settings displayed increased confidence, empathy and wellbeing, benefits that echo those seen in Nordic countries for decades. This research suggests that it is essential that we continue to challenge the barriers, whether practical, cultural or curricular, that stand in the way of fully embracing outdoor learning. 2 REGGIO EMILIA, ITALY: THE HUNDRED LANGUAGES OF CHILDREN Early years education in Italy continues to reflect a deeply embedded respect for children as capable, active place entirely outdoors, whatever the weather. Children climb trees, build shelters, and cook on open fires. The emphasis is not on preparing children for formal learning but on nurturing independence, problem-solving, and resilience through unstructured exploration. 16 Teachearlyyears.com