At Kidiwise, we have four expansive outdoor areas designed to meet the developmental needs of each age group of our tamariki. Our Kaiako encourage our tamariki to actively engage in our outdoor play spaces. We believe a moving child is a learning child. Before a child is ready to sit and learn at a desk, they must first work through a range of physical developments, both gross and fine motor, to develop the ability to do so.

In The Well Balanced Child, Sally Goddard Blythe (2006)explains that physical movement is essential for preparing children to sit at a desk and learn. She emphasises that before formal learning can take place, children must develop strong core muscles and postural control through activities like crawling, climbing, and swinging. These activities support the vestibular and proprioceptive systems, which help children with balance, body awareness, and the ability to stay focused. Movement also helps integrate primitive reflexes, which are crucial for developing motor skills needed for tasks like writing and reading. Regular physical activity also supports emotional regulation, helping children manage stress and maintain attention in the classroom. Overall, Goddard Blythe argues that a child’s body must first be prepared through movement before the brain can fully engage in academic learning. At Kidiwise, we embrace this approach to pre-learning in preparation for school years.

Te Whāriki, Aotearoa New Zealand’s early childhood curriculum, also emphasises the importance of physical movement in preparing children for learning tasks like sitting at a desk. The curriculum highlights that "movement primes the brain for learning, fostering the neural pathways that form the foundations for cognitive (hinengaro), physical(tinana), emotional (whatumanawa), and spiritual (wairua) learning." Additionally, Te Whāriki underscores that "learning to sit, stand, balance, bend, stretch, and reach" are essential stability skills that support fine motor skills, which are foundational for classroom activities like writing and using tools. These principles align with Sally Goddard Blythe’s assertion in The Well Balanced Child that physical movement is vital for developing the necessary physical and neurological foundations for academic success. Both perspectives advocate for a holistic approach to early childhood development, where physical activity is not just recreational but an essential component of preparing children for structured learning environments.

At Kidiwise, our outdoor play spaces help tamariki learn perseverance by engaging in physical challenges such as monkey bars and climbing walls. Tamariki learn by trying again and again, developing self-control and effort, while building grit and resilience. Through activities like climbing or sliding, tamariki also learn to deal with fear. Support from Kaiako and whānau helps tamariki feel brave, while scaffolding allows them to get stronger and more confident, achieving small wins and continuing to try, fail, and try again. Through play, tamariki build strength, courage, and patience.

Each of our play spaces is large enough to feature swings, which help tamariki develop balance, coordination, and body awareness. Swinging supports learning by improving focus, posture, and fine motor skills needed in the classroom, and it can calm or energise children, helping them manage emotions and take healthy risks.

In conclusion, plenty of play and exploration outdoors are key to school readiness, as tamariki are supported in developing the ability to sit and focus at a desk in the long run. All in all, Kidiwise provides ample opportunities for tamariki to engage in outdoor play within our rich outdoor spaces.

References

Goddard Blythe, S. (2006). The well balanced child: Movement and early learning (2nd ed.). Hawthorn Press.

Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Retrieved from https://tewhariki.tki.org.nz/en/teaching-strategies-and-resources/wellbeing/physical-wellbeing-in-early-learning

Stevens-Smith, D., & Murdock, J. (n.d.). 7 elements of play & how they impact learning in the classroom, element #6: Swinging. The Genius of Play. Retrieved from https://thegeniusofplay.org/genius/expert-advice/articles/7-elements-of-play-swinging.aspx

Koslowitz, R. (n.d.). Kids learn perseverance at the playground. The Genius of Play. Retrieved from https://thegeniusofplay.org/genius/expert-advice/articles/kids-learn-perseverance-at-the-playground.aspx

The Education Hub. (n.d.). Te Whāriki: An introduction to the early childhood curriculum in Aotearoa New Zealand. Retrieved fromhttps://theeducationhub.org.nz/te-whariki-an-introduction-to-the-early-childhood-curriculum-in-aotearoa-new-zealand/

The Education Hub. (n.d.). Te Whāriki – Early childhood education resources. Retrieved fromhttps://theeducationhub.org.nz/category/ece-resources/te-whariki/

Ministry of Education. (n.d.). Literacy within Te Whāriki. Retrieved fromhttps://tewhariki.tahurangi.education.govt.nz/literacy-within-te-wh-riki/5637221101.p

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