Peer-reviewed research2017–2026 update
Understanding children’s object choice and play in an outdoor setting: the embedded learning and meaning of playing with sticks
In a Vancouver urban forest, young children's self-chosen play centred on sticks, which suggests outdoor curriculum should build on children's choices and tactile contact with natural objects.
What's new
This phenomenographic Mosaic case study followed 20 Grade 1 students (aged 5–7) at a Vancouver public school, using a Personal Construct theoretical framework. The data included video recordings made by the children, researcher observations, and interviews and interactions with the children. Sticks were the most important element in the children's chosen activities in an urban forest setting. The authors conclude that outdoor curriculum should include children's chosen activities and physical, tactile engagement with natural items, and that this may support inclusion and feelings of competence in environmental education and science.
Why it matters in Aotearoa
For junior classes and early childhood settings in Aotearoa, the study gives a reason to build on children's own outdoor play choices.
Putting it into practice
In junior outdoor sessions, give children time to choose and improvise with natural materials such as sticks, and connect what they do to science and environmental learning.
How strong is the evidence
This is a qualitative case study of 20 children at one school. It describes children's engagement but does not measure learning outcomes.
What to read
The findings on stick-based play and the three conclusions for curriculum and pedagogy.