Skip to main content

Advertisement

SpringerLink
Log in

Examining the Quality of Outdoor Play in Chinese Kindergartens

  • Original Article
  • Published:
International Journal of Early Childhood Aims and scope Submit manuscript

Abstract

The benefits of outdoor play for children’s well-rounded development are maximized when children experience enjoyment and, at the same time, gain physical, motor, cognitive, and social-emotional competence. This study examined the quality of outdoor play in Chinese kindergartens, the dominant form of full-day early childhood education program serving children aged from 3 to 6 years in China. The Outdoor Play Rating Scale was used to study the quality of the provision for children’s outdoor play. A total of 174 classrooms from 91 kindergartens in Zhejiang Province were included in the study. A stratified random sampling procedure was used to select kindergartens and classrooms. Results indicated that there was inadequate opportunity for outdoor play, including free play, as well as low level of physical activity by children. We found significant differences in quality of outdoor play across kindergartens in different locations (urban/non-urban areas). Recommendations were provided to practitioners in the discussion that primarily emphasized addressing the need to increase opportunities for children’s access to a wide range of outdoor activities and to improve teachers’ professional competencies in organizing quality outdoor activities for children. Implications for policymakers include the need to narrow the gap in the quality of outdoor environments in kindergartens so that children’s play is supported in ways that will enhance children’s early development and learning.

Résumé

Les bienfaits du jeu en plein air pour le développement équilibré des enfants sont optimisés lorsque les enfants y prennent du plaisir et, en même temps, y gagnent en compétence physique, motrice, cognitive et socio émotionnelle. Cette étude a examiné la qualité du jeu en plein air dans les écoles maternelles chinoises, la forme dominante de programme à plein temps d’éducation de la petite enfance desservant les enfants de 3 à 6 ans en Chine. L’Outdoor Play Rating Scale (échelle de notation du jeu en plein air) a servi à évaluer la qualité des jeux en plein air offerts aux enfants. L’étude comportait un total de 174 classes de 91 écoles maternelles de la province du Zhejiang, sélectionnées selon une procédure d’échantillonnage aléatoire stratifié. Les résultats indiquent qu’il n’y a pas suffisamment d’occasions de jeu en plein air, y compris de jeu libre, et que le niveau d’activité physique des enfants est faible. Nous avons trouvé des différences significatives dans la qualité du jeu extérieur parmi les écoles maternelles des différents lieux (zones urbaines/non urbaines). Des recommandations ont été adressées aux praticiens au travers d’une discussion qui mettait d’abord l’accent sur le besoin d’augmenter les occasions pour les enfants d’accéder à une large gamme d’activités de plein air, ainsi que d’améliorer les compétences professionnelles des enseignants à organiser des activités de plein air de qualité. Cela implique pour les professionnels et les législateurs qu’il faut rétrécir l’écart de qualité entre les environnements extérieurs des écoles maternelles afin que le jeu soit soutenu de façon à améliorer le développement et l’apprentissage des jeunes enfants.

Resumen

Las ventajas del juego al aire libre para el desarrollo integral de los niños se maximizan cuando los niños se divierten al mismo tiempo que adquieren competencias físicas, motrices, cognitivas y socioemocionales. Este estudio analiza la calidad de los juegos al aire libre en las guarderías chinas, el método predominante del programa de educación para la primera infancia (ECE, por sus siglas en inglés) a jornada completa que atiende a niños entre los 3 y 6 años de edad en China. Se ha utilizado la escala de valoración de juegos al aire libre (OPRS, por sus siglas en inglés) para evaluar la calidad del que es impartido a los niños. El estudio abarca un total de 174 clases de 91 guarderías de la provincia de Zhejiang. Se utilizó un procedimiento de muestreo aleatorio estratificado para seleccionar las guarderías y las clases. Los resultados muestran que no existen suficientes posibilidades de jugar al aire libre, incluyendo actividades libres, y que el nivel de actividad física de los niños es bajo. Hemos encontrado diferencias significativas en la calidad de los juegos en función de cada guardería. Se ha ofrecido recomendaciones a las guarderías mediante debates que hacen hincapié, principalmente, en solventar la necesidad de aumentar las oportunidades para que los niños puedan acceder a una amplia gama de actividades al aire libre, y en mejorar las competencias profesionales de los profesores y profesoras a la hora de organizar actividades al aire libre de calidad para los niños. Las implicaciones para los profesionales y los legisladores incluyen la necesidad de reducir las diferencias en la calidad de los entornos al aire libre que ofrecen las guarderías para reforzar el juego de los niños de manera que se mejoren el desarrollo y el aprendizaje temprano de los niños.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

Notes

  1. Note Here the term ‘location’ is not used geographically, but rather refers to type of places at different levels within Chinese the administrative division system: Generally, a province in China, equivalent to a state in the US, may have several municipalities (e.g., Zhejiang Province has ten municipalities); a municipality administers a city and several counties and the city is the capital of the municipality usually with higher population density and better infrastructure and social resources; a county has many towns with the capital town referred as ‘county seat’ in this paper; and a town is the lowest level of government that administers many villages. In the social and economic contexts of China, ‘urban area’ usually refers to cities and ‘non-urban area’ refers to counties including county seats, towns, and villages.

References

  • Abbott, L. (1994). ‘Play is ace!’ play in schools and classrooms. In J. R. Moyles (Ed.), The excellence of play (pp. 76–87). Buckingham: Open University Press.

    Google Scholar 

  • Alhassan, S., Nwaokelemeh, O., Lyden, K., Goldsby, T., & Mendoza, A. (2013). A pilot study to examine the effect of additional structured outdoor playtime on preschoolers’ physical activity levels. Child Care in Practice, 19(1), 23–35. doi:10.1080/13575279.2012.712034.

    Article  Google Scholar 

  • Association of Teachers and Lecturers (ATL). (2001). Outdoor play forced into decline, says ATL. Retrieved from www.atl.org.uk/atl_en/media/archive/2001/December/Decem.asp.

  • Bergen, D. (2009). Play as the learning medium for future scientists, mathematicians, and engineers. American Journal of Play, 1(4), 413–428. Retrieved from http://www.journalofplay.org/issues/1/4.

  • Bilton, H. (1998). Outdoor play in the early years: Management and innovation. London, United Kingdom: D. Fulton Publishers.

    Google Scholar 

  • Blair, S. N., & Brodney, S. (1999). Effects of physical inactivity and obesity on morbidity and mortality: Current evidence and research issues. Medicine and Science in Sports and Exercise, 31(Suppl. 11), 646–662. Retrieved from http://www.uoguelph.ca/hhns/grad/pdf_grad/HBNS6710W08BlairandBrodney.pdf.

  • Bohling-Philippi, V. (2006). The power of nature to help children heal. Child Care Information Exchange, 171, 49–52. Retrieved from https://auth.lib.unc.edu.libproxy.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com.libproxy.lib.unc.edu/login.aspx?direct=true&db=eft&AN=507914371&site=ehost-live&scope=site.

  • Brown, W. H., Pfeiffer, K. A., McIver, K. L., Dowda, M., Addy, C. L., & Pate, R. R. (2009). Social and environmental factors associated with preschoolers’ nonsedentary physical activity. Child Development, 80(1), 455–458. doi:10.1111/j.1467-8624.2008.01245.x.

    Article  Google Scholar 

  • Brown, W. H., Pfeiffer, K., McIver, K. L., Dowda, M., Almeida, J., & Pate, R. (2006). Assessing preschool children’s physical activity: An Observational System for Recording Physical Activity in Children-Preschool Version (OSRAC-P). Research Quarterly for Exercise and Sport, 77(2), 167–176. doi:10.1080/02701367.2006.10599351.

    Google Scholar 

  • Bryant, D. M., Zaslow, M., & Burchinal, M. (2010). Issues in measuring program quality. In P. W. Wesley & V. Buysse (Eds.), The quest for quality: Promising innovations for early childhood programs. Baltimore, MD: Paul H. Brookes publishing Co.

    Google Scholar 

  • Bullard, J. (2012). Creating environments for learning: Birth to age eight. New Jersey: Upper Saddle River.

    Google Scholar 

  • Centers for Disease Control and Prevention (CDCP). (2012). Childhood Overweight and Obesity, Atlanta, GA. Retrieved from http://www.cdc.gov/obesity/childhood/.

  • Chen, D., Hu, B., Fan, X., & Li, K. (2013a). Measurement quality of the Chinese Early Childhood Program Rating Scale: An investigation using multivariate generalizability theory. Journal of Psychoeducational Assessment,. doi:10.1177/0734282913504813.

    Google Scholar 

  • Chen, Y. W., Hu, B. Y., & Li, K. J. (2013). The relationship between outdoor play’s quality and children’s motor development. Studies in Early Childhood Education, (4), 25–32. Retrieved from http://d.g.wanfangdata.com.cn/Periodical_xqjyyj201304005.aspx (in Chinese).

  • Clark, J. E., Clements, R. L., Guddemi, M., Morgan, D. W., Pica, R., Pivarnik, J. M., et al. (2002). Active start: A statement of physical activity guidelines for children birth to five years. Oxon Hill, MD: AAHPERD Publications.

    Google Scholar 

  • Clements, R. (2004). An investigation of the status of outdoor play. Contemporary Issues in Early Childhood, 5(1), 68. doi:10.2304/ciec.2004.5.1.10.

    Article  Google Scholar 

  • Creaser, B. (1989). An examination of the four-year-old master dramatist. International Journal of Early Childhood, 21, 55–68. doi:10.1007/BF03174585.

    Article  Google Scholar 

  • Cryer, D., Harms, T., & Riley, C. (2003). All about the ECERS-R. Lewisville, NC: Kaplan Early Learning Company.

    Google Scholar 

  • Davies, M. (1997). The teacher’s role in outdoor play: Preschool teachers’ beliefs and practices. Journal of Australian Research in Early Childhood Education, 1, 10–20. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED408059.

  • De Marco, A., Zeisel, S., & Odom, S. L. (2013). Final Report: An evaluation of a program to increase physical activity in child care. Frank Porter Graham Child Development Institute, UNC—Chapel Hill. Submitted to the Blue Cross Blue Shield of North Carolina Foundation.

  • Department of the Army. (Ed.) (1988). Children’s outdoor play areas. Washington, DC: Dept. of the Army.

  • Dietze, B., & Crossley, B. (2000). Young children and outdoor play. Belleville, ON: Loyalist College.

    Google Scholar 

  • Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive Medicine, 52(Supplement 1), S36–S42. doi:10.1016/j.ypmed.2011.01.021.

    Article  Google Scholar 

  • Frost, J. L., Brown, P., Sutterby, J. A., & Thornton, C. D. (2004). The developmental benefits of playground. Olney, MD: Association for Childhood Education International.

    Google Scholar 

  • Frost, J. L., Wortham, S. E., & Reifel, S. (2011). Play and child development (4th ed.). Upper Saddle River, NJ: Pearson Education Inc.

    Google Scholar 

  • Griffin, C., & Rinn, B. (1998). Enhancing outdoor play with an obstacle course. Young Children, 53(3), 18–23. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ565579.

  • Harms, T., Clifford, R. M., & Cryer, D. (2005). Early Childhood Environment Rating Scale-Revised Edition (ECERS-R). New York, NY: Teachers College Press.

    Google Scholar 

  • Hartle, L. (1996). Effects of additional materials on preschool children’s outdoor play behaviors. Journal of Research in Childhood Education, 11, 68–81. doi:10.1080/02568549609594696.

    Article  Google Scholar 

  • Henniger, M. L. (1993). Enriching the outdoor play experience. Childhood Education, 70, 87–90. doi:10.1080/00094056.1993.10521000.

    Article  Google Scholar 

  • Holmes, R. M., Pellegrini, A. D., & Schmidt, S. (2006). The effects of different recess timing regimens on children’s classroom attention. Early Child Development and Care, 176, 735–744. doi:10.3102/00028312032004845.

    Article  Google Scholar 

  • Hu, B. (2014). Comparing cultural differences in two quality measures in Chinese kindergartens: The early childhood environment rating scale-revised and the kindergarten quality rating system. Compare: A Journal of Comparative and International Education. doi:10.1080/03057925.2013.841468.

  • Hu, B., & Li, K. J. (2012). Outdoor Play Rating Scale (trial). Instrument in development (in Chinese) (unpublished).

  • Hu, B., & Roberts, S. K. (2013). A qualitative study of the current transformation to rural village early childhood in China: Retrospect and prospect. International Journal of Educational Development, 33, 316–324. doi:10.1016/j.ijedudev.2012.04.006.

    Article  Google Scholar 

  • Hu, B., & Szente, J. (2009). Exploring the quality of early childhood education in China: Implications for teacher education. Journal of Early Childhood Teacher Education, 30, 247–262. doi:10.1080/10901020903084330.

    Article  Google Scholar 

  • Innocenti, M., Stowitschet, J., Rule, S., Killoran, J., Striefel, S., & Boswell, C. (1986). A naturalistic study of the relation between preschool setting events and peer interaction in four activity contexts. Early Childhood Research Quarterly, 1, 141–153. doi:10.1016/0885-2006(86)90025-6.

    Article  Google Scholar 

  • Jarrett, O., Maxwell, D., Dickerson, C., Hogue, P., Davies, G., & Yetley, A. (2001). Impact of recess on classroom behavior: Group effects and individual differences. Journal of Educational Research, 92(2), 121–126. doi:10.1080/00220679809597584.

    Article  Google Scholar 

  • Jones, E., & Reynolds, G. (1992). The play’s the thing: Teachers’ role in children’s play. New York: Teachers College Press.

    Google Scholar 

  • Kern, P., & Wakeford, L. (2007). Supporting outdoor play for young children: The zone model of playground supervision. Young Children, 62(5), 12–18. Retrieved from http://www.journal.naeyc.org/search/item-detail.asp?page=2&docID=3258&sesID=1191471794852.

  • Kneas, K. M. (1999). Improving children’s outdoor play experiences. Early Childhood Today, 13(7), 45–46.

    Google Scholar 

  • Leng, X. G. (2000). An investigation on kindergarten’s physical activities in several provinces of China in 1999. Studies in Early Childhood Education, 6, 20–21. (in Chinese).

    Google Scholar 

  • Li, K. J. (2010). Quality rating system for kindergarten under the scientific concept of development: Experiences from Zhejiang province. Early Childhood Education, 4, 1–5. (in Chinese).

    Google Scholar 

  • Li, K. J., Pan, Y., Hu, B. Y., Qin, J. L., & Fan, X. T. (2014). Chinese Early Childhood Environment Rating Scale (trial) (CECERS): A validity study. Early Childhood Research Quarterly, 29(3), 268–282.

    Article  Google Scholar 

  • Liu, Y. (2004). General theory on children’s play (pp. 23–26). Beijing: Beijing Normal University Publisher. (in Chinese).

    Google Scholar 

  • Lopez, A. D., & Murray, C. J. L. (1998). The global burden of disease, 1990–2020. Nature Medicine, 4, 1241–1243. Retrieved from http://www.idpas.org/pdf/155TheGlobalBurdenofDisease.pdf.

  • Ma, G. S., Hu, X. Q., Li, Y. P., Ma, W. J., & Chen, C. M. (2005). Evaluating the rate of obesity among children and teenagers in four cities of China. Chinese Journal of Public Health, 21(3), 263–265. (in Chinese).

    Google Scholar 

  • Miao, Z. D. (2009). Research on kindergarten outdoor physical activities ground’s current situation in Changsha. Unpublished master’s thesis, Hunan Normal University (in Chinese).

  • Ministry of Education of the People’s Republic of China (MOE). (2001). The guideline for kindergarten education (trial). Retrieved from http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/moe_19/201001/xxgk_81984.html.2001-07-02 (in Chinese).

  • National Association for Sport and Physical Education (NASPE). (2002). Statement of physical activity guidelines for children birth to five years (pp. 5–11). Reston, VA: NASPE.

    Google Scholar 

  • National Education Committee of the People’s Republic of China (NEC). (1989). Kindergarten management bylaw. Retrieved from www.moe.gov.cn/edoas/website18/96/info5896.htm (in Chinese).

  • National Education Committee of the People’s Republic of China (NEC). (1996). Kindergarten work regulations and procedures. Retrieved from http://www.edu.cn/20041216/3124529.shtml (in Chinese).

  • Nelson, E. (2006). The outdoor classroom: No child left inside. Exchange, 171, 40–43. Retrieved from https://auth.lib.unc.edu.libproxy.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com.libproxy.lib.unc.edu/login.aspx?direct=true&db=eft&AN=507914307&site=ehost-live&scope=site.

  • Nelson, J. A., Carpenter, K., & Chiasson, M. A. (2006). Diet, activity, and overweight among preschool-age children enrolled in the Special Supplement Nutrition Program for Women, Infants, and Children. Preventing Chronic Disease. Retrieved from http://www.cdc.gov/pcd/issues/2006/apr/05_0135.htp.

  • Ning, S. (2007). An investigation on present situation of kindergarten’s physical activities in the City of Dalian. Sports World Scholarly, 1, 15–17. (in Chinese).

    Google Scholar 

  • Perry, J. (2001). Outdoor play: Teaching strategies with young children. New York, NY: Teachers College Press.

    Google Scholar 

  • Russ, S. W. (1993). Affect and creativity: The role of affect and play in the creative process. Mahwah, NJ: Lawrence Erlbaum Associates Inc.

    Google Scholar 

  • Sawyers, J. K. (1994). The preschool playground: Developing skills through outdoor play. JOPERD: The Journal of Physical Education Recreation & Dance, 65, 31–33. doi:10.1080/07303084.1994.10606937.

    Google Scholar 

  • Shala, M. (2009). Assessing gross motor skills of Kosovar preschool children. Child Development and Care, 179, 969–976. doi:10.1080/03004430701667452.

    Article  Google Scholar 

  • Silver, P., & Ramsey, P. (1983). Participant observation: Broadening points of view. Early Child Development and Care, 10, 147–156. doi:10.1080/0300443830100201.

    Article  Google Scholar 

  • Staempfli, M. B. (2009). Reintroducing adventure into children’s outdoor play environments. Environment & Behavior, 41, 268–280. doi:10.1177/0013916508315000.

    Article  Google Scholar 

  • Taylor, S. I., & Morris, V. G. (1996). Outdoor play in early childhood education settings: Is it safe and healthy for children? Early Childhood Education Journal, 23, 153–158. doi:10.1007/BF02364750.

    Article  Google Scholar 

  • Texas Education Agency. (2009). Physically fit students more likely to do well in school, less likely to be disciplinary problems. Austin, TX: Texas Education Agency.

    Google Scholar 

  • Tizard, B., & Hughes, M. (1984). Young children learning. London: Fontana Books.

    Google Scholar 

  • Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United States. Chicago, IL: University of Chicago Press.

    Book  Google Scholar 

  • United States Department of Health and Human Services (HHS). (1996). Physical activity and health: A report or the surgeon general. Atlanta, GA: HHS, CDC, National Center for Chronic Disease Prevention and Health Promotion.

  • Wardle, F. (1997). Outdoor play: Designing, building, and remodeling playgrounds for young children. Early Childhood News, 9, 36–42.

    Google Scholar 

  • Wells, N. M., & Evans, G. W. (2003). Nearby nature: A better life stress among rural children. Environment and Behavior, 35, 311–330. doi:10.1177/0013916503035003001.

    Article  Google Scholar 

  • Werner, P., Timms, S., & Almond, L. (1996). Health stops: Practical ideas for health-related exercise in preschool and primary classrooms. Young Children, 51(6), 48–55.

    Google Scholar 

  • Wike, J. (2006). Why outdoor spaces for children matter so much. Exchange, (171), 44–48. Retrieved from http://secure.ccie.com/library/5017144.pdf.

  • Wilford, S. (1996). Outdoor play: Observing children’s learning. Early Childhood Today, 10, 30–37.

    Google Scholar 

  • Wu, K. B., Young, M. E., Cai, J. (2012). Early child development in China: Breaking the cycle of poverty and improving future competitiveness. Washington, DC: World Bank. Retrieved from https://openknowledge.worldbank.org/handle/10986/9383.

  • Xie, C. Y. (2010). Status and development suggestions on child PE apparatus in Chaoyang District. Unpublished master’s thesis, Capital Physical Education University, Beijing (in Chinese).

  • Yu, L. N. (2000). Promoting children’s physical and mental development through sports activities. Journal of Physical Education, 1, 125–126. (in Chinese).

    Google Scholar 

  • Zhang, X. H. (2004). An investigation on kindergarten children’s sports activities in Guangzhou. Hubei Sports Science, 23(2), 253–254. (in Chinese).

    Google Scholar 

  • Zhang, Z. Y., & Wang, Y. Q. (2007). Status and countermeasures on children’s physical activities and development in new century. Journal of Yanan University (Natural Science Edition), 26(2), 80–83. (in Chinese).

    Google Scholar 

  • Zhang, K., Yao, J., & Cai, E. L. (2008). Status and countermeasure on kindergarten children’s sports and development in urban areas. Sports Research and Education, 23(1), 31–33. (in Chinese).

    Google Scholar 

  • Zhejiang Department of Education. (2008). A notification on kindergarten quality rating and examining the qualifications of private kindergarten. Retrieved from http://www.zjedu.gov.cn/gb/articles/2008-03-27/news20080327085559.html (in Chinese).

  • Zheng, J. (2010). A study on current situation of outdoor play in kindergartens of Wuhan and its development suggestions. Unpublished master’s thesis, Huazhong Normal University (in Chinese).

  • Zhou, H. M. (2009). Reforming curriculum model of physical education to promote children’s healthy development with happiness. Studies in Early Childhood Education, 171(3), 69–71. (in Chinese).

    Google Scholar 

Download references

Acknowledgments

The research and preparation of this manuscript is supported by the following grants: (a) A Multidimensional and Integrated View Approach to Chinese Preschool Evaluation from the National Social Science Foundation for Young Scholars of China (Grant No. CHA110131); (b) A National Mechanism and Policy Study to Ensure Every Age-qualifying Child a Basic and Quality Early Education (Grant No. AHA110004); (c) Establishing a Quality Evaluation and Monitoring System for Preschool Education in Zhejiang Province from Zhejiang Provincial Social Science Foundation (Grant No. 11JCJY12YB).

Author information

Authors and Affiliations

  1. Faculty of Education, University of Macau, Macao, People’s Republic of China

    Bi Ying Hu

  2. Hangzhou Preschool Teachers College, Zhejiang Normal University at Hangzhou, Hangzhou, 310012, Zhejiang, People’s Republic of China

    Kejian Li

  3. Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599-8040, USA

    Allison De Marco

  4. The Central Kindergarten of Shaoxing County, Shaoxing, 312300, Zhejiang, People’s Republic of China

    Yuewen Chen

Authors
  1. Bi Ying Hu
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kejian Li
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Allison De Marco
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Yuewen Chen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kejian Li.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Hu, B.Y., Li, K., De Marco, A. et al. Examining the Quality of Outdoor Play in Chinese Kindergartens. IJEC 47, 53–77 (2015). https://doi.org/10.1007/s13158-014-0114-9

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s13158-014-0114-9

Keywords

Search

Navigation