How do indoor and outdoor environments, interactions, and activities promote a sense of well-being and belonging among children at Kamloops Kids? Reflecting on how children interact with each other, with staff, and with their environment in different settings (e.g., free play, structured activities, indoor and outdoor play)?
Using the above question, I am reflecting on how program environments, relationships, interactions, and activities influencing the kid’s well-being and belonging. I am also considering how this relationship is being nurtured and supported.
In Kamloops kids, we do have a free play time in between. Free play happens both indoor and outdoor. It allows children to move around without the restrictions of indoor spaces, promoting physical activity, exploration, and appreciation of nature. A rich indoor environment that is comfortable, interesting, and attractive can make children feel safe, secure, and happy, promoting a sense of belonging.
In structured indoor activity, learning opportunities can support each child’s unique needs and challenges, promoting a sense of well-being and belonging. Outdoor activity encourages positive risk-taking and fosters independence and self-awareness. When we went outside it was snowing and children started eating snow. Here are some glimpses that they spoke about snow: Bowen – “It’s really yummy!”, “Its sweet!”-Marley.
Interaction with peer group support confidence, problem-solving, creativity, and language development, contributing to a sense of belonging.
Development of Question
During my practicum days, I have observed that children are playing in the indoor and outdoor environment. I have often wondered if these plays have any impact on fostering relationships, which also enhances wellbeing. Does engagement within peer groups affect wellbeing? My pedagogical narrative question was born out of these questions.
Reflection on Commitment
My commitment towards the above question is the well-being and belonging. Is the outdoor or indoor environment and interaction with peer, educators are contributing to the wellbeing and belonging of children. Aligning with BCELF principle, relationships are the context of well-being and learning which emphasis the role of responsive, reciprocal, and reciprocal relationships in the well-being of the children. I would like to study about the interaction with outdoor or indoor or the socio-economic interaction which contributes more to the well-being of the child or all of them play an equal role in the well-being and belonging. My practicum experience and my narrations will help me to come up with an answer.