This paper considers pedagogy and outdoor play in the early years. The particular focus is on the specific features and benefits of outdoor play in the Foundation Stage (England) and Foundation Phase (Wales). The paper will draw on current international literature and evidence from outdoor learning constructed in an ongoing research project in two settings. In the project, children aged three to seven years are given regular opportunity to play and learn in natural wild environments. The paper will reflect on the development and opportunities for children's play themes and how these impact on pedagogy in early years settings.
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