Blog 4: Play and Outdoor Spaces: Keeping It Simple
In the past three blogs, we’ve looked over some big ideas and hopefully offered new perspectives:
· Reflections on Inequality: The barriers low-income families face.
· The Power of Peer-to-Peer Support: How kids learn from each other.
· The Power of Opportunities: Creating chances for young people to thrive.
Now, let’s talk about something simple but hugely important: play and outdoor spaces.
Sometimes, we tend to overthink things. I once created a presentation to illustrate complexity, ranging from 1 (not complicated) to 10 (very difficult). It used the visual of a dissolving tablet in a glass of water, with “fizz” representing simplicity at level 1 and “effervescence” at level 10. Did someone decide “effervescence” was too complex for bubbles and call it fizz? Or was “bubbles/fizz” too basic, so someone upgraded it to “effervescence”?
We often complicate what’s simple. Raising kids and helping them learn doesn’t need to be overthought, just let them play. Play can involve interacting with others or learning how to play independently. Both are equally important: from parents trying to avoid complaints of boredom to kids learning how to engage in peer groups or mixed-age settings.
The Importance of Play
Creating an environment where children can play is essential. Through play, they develop vital life skills, it forms the foundation of growth. When an activity is enjoyable, it’s easier to engage with and absorb its lessons.
Reflecting on my childhood, play was a huge part of my life. We lived near a wood that became my adventure world, like Fortnite and Minecraft today, but in real life and without shooting things. My adventures included building dens, playing “skilly” (hide-and-seek), and making swings from tree branches. Every holiday, we camped, where kids of all ages played together. This taught us not just peer-to-peer interaction but also how to engage with older and younger age groups. These experiences demanded interaction, compromise, rule-following, and learning to assess risks. Yes, there were cuts and bruises, but they were part of the process, learning how to manage risk and create our own control measures.
When play is fun, it opens us up to learning. During my early Navy training, theory-based learning was tough for me, whether it was seamanship, radar, or diving. But hands-on experiences, working on RAS (Replenishment At Sea) rigs, operating radar simulators, and physical training practical tasks, helped the knowledge stick. Practical learning made it accessible, especially with my dyslexia. Children, particularly neurodiversity ones, thrive when their learning styles are recognised and supported.
Play Makes Learning Accessible
Play is especially important for children facing learning barriers. My daughter Becky struggled with timetables and number bonds. Initially, our efforts to help led to frustration, timed answers created pressure and panic. Then, we turned learning into a game.
Using flashcards, we made it a fun family activity. Becky soon realised she wasn’t alone when Mum and Dad got answers wrong too. This non-judgmental approach, much like peer-to-peer support (Blog 2), helped her feel comfortable making mistakes. It’s a game, sometimes you win, sometimes you don’t. But every time we play, Becky gets better.
Play removes pressure, making it easier to engage with new concepts. Every year, we go camping. For the last three years, we’ve returned to the same campsite. My kids, now 9 and 11,
make friends easily there often with friends they made the previous year. They find common ground with children of different ages, whether it’s playing football, hide-and-seek, or swimming. These friendships blossom, creating lasting memories and teaching them how to make friends and connect, just like I did as a child playing in the streets and woods near my home.
Overcoming Risk Aversion
Today, we’ve become so risk-averse that kids miss out on valuable learning experiences. Activities like climbing trees or playing near streams provide amazing opportunities for fun and development. Yes, there’s risk, but these experiences teach children how to assess and manage risks safely.
Research supports the benefits of outdoor play:
· Barcelona (2015): Green spaces improve memory and focus.
· Belgium: Greener areas boost IQ and reduce behavioral challenges.
· Norway (2017): Outdoor play helps kids self-regulate and develop cognitively.
In a Guardian article, “Green space could be even better for young brains than we realised”, experts highlight how exposure to green spaces enhances children’s cognitive abilities, supporting focus, memory, and overall brain development.
Another Guardian article, “Children, mud, and outdoor play: Why getting dirty is good for young minds”, explores how messy, muddy play boosts sensory experiences, cognitive development, and emotional well-being. Helen Dodd, a professor of child psychology, emphasizes that overly sanitized play spaces limit children’s ability to connect with nature and manage risks. Muddy, messy play not only enhances these skills but also strengthens immune systems.
The CHEXS GROWTH Programme: Learning Through Play
At CHEXS, we see the impact of play every day. Our GROWTH programme is built around:
· Meaning: Making activities relevant and engaging.
· Resilience: Helping young people push through challenges.
· Expectations: Setting goals and believing in themselves.
· Aspirations: Showing them what’s possible.
Fun is our focus when working with children and young people, but that doesn’t mean there aren’t rules and discipline to ensure everyone’s safety. For example, a safety brief about PPE includes wearing safety glasses or boots—not just to tick a box, but to explain why they matter, like protecting eyes or feet during tasks. This is different from enforcing rules like a school uniform for equality. In outdoor and play-based learning, rules exist to keep things fair and safe.
What’s powerful is how we engage children who might struggle with authority. A young person who has difficulty trusting adults might be the one giving the safety briefing to their peers and staff. This builds responsibility, trust, and engagement.
Our outdoor and play-based programmes include:
1. Community Habitat Management Project – Young people take on real-world challenges, from tree planting to park maintenance, building a sense of responsibility.
2. Role Model Project – Youth mentor others through creative projects like willow sculptures, boosting confidence and leadership.
3. After-School & Holiday Clubs – Hands-on, fun activities designed for 8-11-year-olds, including:
o Leadership Challenges – Team-based problem-solving games.
o Brick-by-Brick® Programme – Using LEGO to support neurodiverse children, reducing anxiety and boosting self-esteem.
4. Holiday Clubs at Cedars Park – A mix of adventure, outdoor play, and team-building activities.
Data from our programs shows:
· 88% of participants feel more confident.
· 80% improve their aspirations.
· 89% feel more resilient.
Keeping It Simple
Outdoor spaces and unstructured, messy play are more than just places to run around. They’re environments where kids explore, grow, and connect. At CHEXS, we see children’s confidence and skills flourish when they play and learn in nature.
Let’s make sure every child has the opportunity to benefit from these simple, powerful experiences. Sometimes, the simplest things make the biggest difference.
