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In View Of This Observation, It Is Obvious That Even At The Age Of 3-5 ...


In view of this observation, it is obvious that even at the age of 3-5 children want to be treated as adults; hence, if the interaction between children and adults is based on mutual respect, it will contribute much to children's learning. Actually, children do need adults' help and approval when they play in the outdoor environment, especially in the early years setting. This is clearly seen in the observation 2 where Adult B joins children in the sand tray and starts to build a sand castle. Children watch the actions of Adult B with great attention, and, when she leaves the sand tray, they continue to build castles, experimenting with what it is like to adopt the role of someone else (Moyles, 1989 p.5). In fact, an imitative play is one of the most crucial activities of preschool children (Monighan-Nourot & Van Hoorn, 1991; Fromberg, 2002); as the observation 2 demonstrates, children like to imitate the actions of adults, adjusting these actions to their own childish realm.

Through such imitative plays children learn to explore the environment and acquire certain experiences from these investigations. As Broadhead (2004) points out, Play is [children's] self-actualisation, a holistic exploration of who and what they are and know and of who and what they might become (p.89). Children may change adults' actions intentionally and unintentionally, but, whatever is their choice, the adult interaction is prerequisite for successful children's learning. As the interviews demonstrate, children's comments on adults' help are different: Ben claims that adults play with him and tell interesting stories, while Nadia reveals that educators help her to resolve conflicts with friends; Daniel states that adults improve his knowledge, giving accurate answers to questions and Dylan says that teachers give him stickers when he succeeds in learning.
In this regard, the mutual co-operation provides children with valuable knowledge that will be shaped every time when children play with adults. As Bilton (2005) rightfully acknowledges, Done badly, outdoor play does little for any child; done well, outdoor play can help and support children as they think, feel and act (p.1). For instance, in the observation 3 Adult A teaches children to respect each other and perform various activities together. When Dylan pushes Josh and hurts him, Adult A proposes Dylan to make excuses and then they will build the train track together. Although at first Dylan refuses to apologise before Josh, he finally says sorry. As an incentive, Adult A allows Dylan to join other children and the group shares opinions about the future train track. In the process of discussion children seem to rely much on Adult A, and when the track is build and the play starts, children involve Adult A into their play.


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