Outdoor play and the holistic development of learners in primary schools

Abstract

The holistic development of learners outside the classroom through outdoor play is the focus of this article. Play allows learners to expand their understanding of themselves and others, their knowledge of the physical world, and their ability to communicate with
peers and educators. However, despite the countless values of outdoor play on the welfare of learners, there is an accumulative concern about its decline in primary schools. The objective of this article is to identify and describe the role of outdoor play in the holistic development of learners in primary schools in North West province, South Africa. The research on which this article is based made use of a mixed-mode methodological approach to obtain the views of a wider teacher community about outdoor play through questionnaires, but also to obtain personal views of teachers through interviews. It was found that schools are not equal in providing opportunities for learners for outside play. It was also found that outdoor play assists primary school pupils to prepare for later life as it enables them to deal with conflict, and care for/share among themselves. Given that the benefits and risks of outdoor play may vary across different cultures, countries and population groups, special attention should be given to the different contexts and conditions in which learners are born, live, and play.