connect with nature and not focus on technology. Outdoor play also supports children's creativity, as well as providing rich opportunities for the development of their imagination, inventiveness and resourcefulness, and offers children the opportunity to experiment and discover their physical abilities. Outdoor learning can be especially beneficial for children who learn best through active movement as very young children learn predominantly through their sensory and physical experiences. Outdoor play can be seen by many people as a key part of childhood. Thanks to this notation, forest schools were adopted as an innovative and educational approach to education and play. The aim of Forest Schools is to encourage and inspire individuals of different ages through positive outdoor experiences. Allowing children to use life-sized tools, play, learn the limits of behavior; both physical and social, establish and grow in confidence, self-esteem and become self-motivated. Outdoor play goes hand in hand with self-directed play as the child has the opportunity to decide what they would like to do or play with. Imaginative play The British Psychological Society (2000) states that imaginative play is a type of play in which children learn to take on different roles and act out different situations. Fantasy play is non-literal in meaning, unrealistic, and takes shape in many ways. The British Psychological Society (2000) believes that it is very important that adults respect and understand that this is an important part of a child's development. During imaginative play children take on different roles during play, this gives them the opportunity to explore and understand various types of personal interactions and social situations by taking on multiple perspectives. Children often perform activities without the use of the materials or tools and social context needed for such activities in reality, children may also create their own outcomes for the activity they pretend to perform and may use inanimate objects as well as animate beings such as researched by Gayler, K. T (2001). Over many years numerous theorists and researchers have identified the importance of make-believe/imaginative play along with child development. Studies show that imaginative play supports, develops and benefits cognitive skills such as language and the use of future tenses, subjunctives and adjectives. Psychologist Sandra Russ (2004) identified several cognitive and affective processes associated with imaginative play, such as the ability to process many different story ideas, themes, and symbols. Imaginative play also allows for the expression of both positive and negative feelings. Research developed by Berk, Mann & Ogan, (2006) and Hirsh-Pasek, Golinkoff, Berk and Singer (2009) found that play and pretend play are an important way of learning for children as they learn forms of self-regulation , including how to reduce aggression, delay of gratification, and empathy. They also found that play improves the child's capacity for cognitive flexibility and creativity along with problem solving and communication. Russ, (2004), Russ, & Fiorelli, (2010), found during their longitudinal studies, that early imaginative/imaginative play is associated with increases in children's creative performance in later years. Studies by Russ, (2004), Russ and Fiorelli, (2010) also show that an important benefit of imaginative play is the improvement of the child's cognitive ability along with his creativity. Root-Bernstein (2012) studied creative individuals such as Nobel Prize winners and "genius" grant winners ofMacArthur Foundation. His research indicated that early childhood play and games about imaginary worlds were more frequent among such individuals than among control participants. Imagination, outdoor play and holistic play can all be linked through the use of fine and gross motor skills and cover different aspects of learning, building, language and creative play.ChildhoodRisk is an essential component of a balanced childhood. Studies show that children exposed to healthy risks, especially physical ones with gross and fine motor skills, risk allows children to experience fear and how to deal with it and learn the strengths and limitations of their own body, e.g. point they can climb a tree without getting stuck. Research suggests that placing too many restrictions on children's outdoor risks hinders their development according to Peden and Oyegbite (2008) and they also highlight the importance of play as a necessary ingredient for healthy child development. Safety should be balanced with opportunities for the child's development through risky play. Children should be able to learn through mistakes. If a child is deprived of risks, they are more likely to suffer from problems such as mental health, obesity, lack of independence and decreased motor skills. learning, along with problems with perception and judgment. This can occur when risk is removed from play and the restrictions are too great for the child. Therefore, forest schools and other closely related places are on the rise as children learn their limits and the value of restrictions. Research conducted by Grundy S. and Towner E. (2002) suggests that if children believe they are not challenged or have the necessary interesting and risky opportunities in public play areas, they may try to seek these opportunities elsewhere. According to a survey of 1,973 children aged 11 to 14 in a deprived area of England, more than 40% regularly visited and played in wasteland, construction sites, underpasses, rivers, derelict buildings and quarries which still create risks more useless, which could lead to even greater danger. Sandseter and Kennair (2005) theorized that involving children in risks has a better way to reduce fear of situations such as heights, through a natural and progressive way of exposing themselves to the situation, e.g. you would have to climb a tree and climb progressively each time. Sandseter and Kennair (2005) argue that if children are not provided with sufficient risk-taking opportunities during their childhood, they will not have the experience necessary to deal with fear-inducing situations. Furthermore, they will retain their fear, which in later life could result in anxiety disorders. This may also be linked to the fact that children adopt their parents' unnecessary fears. Although there are still disadvantages related to excessive risks during childhood, as Meddings D. (2011) found that unintentional injuries are a leading cause of death and hospitalization for children worldwide, taking lives of almost a million children every year. However, deaths from contagious diseases are decreasing. The sad statistics that on average 720 Canadian children, over 12,000 American children and 42,000 European children aged 0 to 19 die every year due to injuries, make greater injury prevention necessary. However, according to Tovey (2011), it is assumed that by eliminating risks, children will be able to play in safer environments; this approach however fails to recognize risk taking as..

Topic > connect with nature and not focus on technology. Outdoor play also supports children's creativity, as well as providing rich opportunities for the development of their imagination, inventiveness and resourcefulness, and offers children the opportunity to experiment and discover their physical abilities. Outdoor learning can be especially beneficial for children who learn best through active movement as very young children learn predominantly through their sensory and physical experiences. Outdoor play can be seen by many people as a key part of childhood. Thanks to this notation, forest schools were adopted as an innovative and educational approach to education and play. The aim of Forest Schools is to encourage and inspire individuals of different ages through positive outdoor experiences. Allowing children to use life-sized tools, play, learn the limits of behavior; both physical and social, establish and grow in confidence, self-esteem and become self-motivated. Outdoor play goes hand in hand with self-directed play as the child has the opportunity to decide what they would like to do or play with. Imaginative play The British Psychological Society (2000) states that imaginative play is a type of play in which children learn to take on different roles and act out different situations. Fantasy play is non-literal in meaning, unrealistic, and takes shape in many ways. The British Psychological Society (2000) believes that it is very important that adults respect and understand that this is an important part of a child's development. During imaginative play children take on different roles during play, this gives them the opportunity to explore and understand various types of personal interactions and social situations by taking on multiple perspectives. Children often perform activities without the use of the materials or tools and social context needed for such activities in reality, children may also create their own outcomes for the activity they pretend to perform and may use inanimate objects as well as animate beings such as researched by Gayler, K. T (2001). Over many years numerous theorists and researchers have identified the importance of make-believe/imaginative play along with child development. Studies show that imaginative play supports, develops and benefits cognitive skills such as language and the use of future tenses, subjunctives and adjectives. Psychologist Sandra Russ (2004) identified several cognitive and affective processes associated with imaginative play, such as the ability to process many different story ideas, themes, and symbols. Imaginative play also allows for the expression of both positive and negative feelings. Research developed by Berk, Mann & Ogan, (2006) and Hirsh-Pasek, Golinkoff, Berk and Singer (2009) found that play and pretend play are an important way of learning for children as they learn forms of self-regulation , including how to reduce aggression, delay of gratification, and empathy. They also found that play improves the child's capacity for cognitive flexibility and creativity along with problem solving and communication. Russ, (2004), Russ, & Fiorelli, (2010), found during their longitudinal studies, that early imaginative/imaginative play is associated with increases in children's creative performance in later years. Studies by Russ, (2004), Russ and Fiorelli, (2010) also show that an important benefit of imaginative play is the improvement of the child's cognitive ability along with his creativity. Root-Bernstein (2012) studied creative individuals such as Nobel Prize winners and "genius" grant winners ofMacArthur Foundation. His research indicated that early childhood play and games about imaginary worlds were more frequent among such individuals than among control participants. Imagination, outdoor play and holistic play can all be linked through the use of fine and gross motor skills and cover different aspects of learning, building, language and creative play.ChildhoodRisk is an essential component of a balanced childhood. Studies show that children exposed to healthy risks, especially physical ones with gross and fine motor skills, risk allows children to experience fear and how to deal with it and learn the strengths and limitations of their own body, e.g. point they can climb a tree without getting stuck. Research suggests that placing too many restrictions on children's outdoor risks hinders their development according to Peden and Oyegbite (2008) and they also highlight the importance of play as a necessary ingredient for healthy child development. Safety should be balanced with opportunities for the child's development through risky play. Children should be able to learn through mistakes. If a child is deprived of risks, they are more likely to suffer from problems such as mental health, obesity, lack of independence and decreased motor skills. learning, along with problems with perception and judgment. This can occur when risk is removed from play and the restrictions are too great for the child. Therefore, forest schools and other closely related places are on the rise as children learn their limits and the value of restrictions. Research conducted by Grundy S. and Towner E. (2002) suggests that if children believe they are not challenged or have the necessary interesting and risky opportunities in public play areas, they may try to seek these opportunities elsewhere. According to a survey of 1,973 children aged 11 to 14 in a deprived area of England, more than 40% regularly visited and played in wasteland, construction sites, underpasses, rivers, derelict buildings and quarries which still create risks more useless, which could lead to even greater danger. Sandseter and Kennair (2005) theorized that involving children in risks has a better way to reduce fear of situations such as heights, through a natural and progressive way of exposing themselves to the situation, e.g. you would have to climb a tree and climb progressively each time. Sandseter and Kennair (2005) argue that if children are not provided with sufficient risk-taking opportunities during their childhood, they will not have the experience necessary to deal with fear-inducing situations. Furthermore, they will retain their fear, which in later life could result in anxiety disorders. This may also be linked to the fact that children adopt their parents' unnecessary fears. Although there are still disadvantages related to excessive risks during childhood, as Meddings D. (2011) found that unintentional injuries are a leading cause of death and hospitalization for children worldwide, taking lives of almost a million children every year. However, deaths from contagious diseases are decreasing. The sad statistics that on average 720 Canadian children, over 12,000 American children and 42,000 European children aged 0 to 19 die every year due to injuries, make greater injury prevention necessary. However, according to Tovey (2011), it is assumed that by eliminating risks, children will be able to play in safer environments; this approach however fails to recognize risk taking as..