This paper consists of a book report on the book Outdoor Play: Teaching Strategies with Young Children authored by Jane P. Perry (2001a). The report first summaries the book and its major themes; these are then related to some salient articles, books and websites. The paper then goes on to discusses the pros and cons of the book club.
In general, Perry's (2001a) book analyzes the significance of outdoor play based on a series of studies of outdoor play conducted at a university campus with ethnically diverse children from middle to upper class families. All children were between three and five years of age. Data collection methods utilized videotapes of play activities, audiotapes of teachers 'comments concerning the videotaped play, and a number of field notes. The complete methodology of the study is provided in the book's preface.
The conceptual framework used for the analysis is delineated in the first chapter of the book. Conceptualizing the play yard as a building ground for children's physical, emotional and social growth, play episodes are organized into three basic phases: initiation, negotiation, and enactment in which there is a discrete set of expectations and cues for learning. Insight into the dynamics of outdoor play are articulated within this framework by relating observances of play yard events (e.g., conflict, turmoil, friendship-making, etc.) to theories from contemporary developmental research as well as to classic scholarly work accomplished by people such as Lev Vygotsky, Jean Piaget, and George Herbert Mead. The focus here is to show ways in which teachers can effectively support self-directed pretend play and decrease conflict and turmoil through such activities as lesson planning. It is noted that in their play, children are always striving to establish friendships with their peers and to feel in control of their thoughts and actions and these goals are very much affected by their teachers' perspecti...