Outdoor spaces at Poppins Bush School are thoughtfully designed to provide engaging and diverse learning experiences for children.

Approved provider Mary Klasen, who is also a landscape designer, carefully planned, equipped and arranged the environment to support children’s holistic development, their sense of identity, as well as imaginative and risky play.

The outdoor spaces draw inspiration from nature, as well as children’s learning environments Mary visited while travelling and meeting early learning communities around the world.

Exploration, connection and active play

“The outdoor environments in our service are designed to inspire physical activity,” Margaret Klasen, Nominated Supervisor at Poppins Bush School explained.

“For example, our tennis court area is used as an ongoing excursion for all age groups,” she added. “The space provides opportunities for children to engage in a variety of physical experiences and has a vast number of resources to extend, challenge and develop their skills.

“We also have a forest area with undulating terrain, monkey bars, slides, steel cubes, small world play environments, dramatic play spaces and a mulberry climbing tree.”

Yarning and friendship circles are also nestled in the expansive outdoor area. “These spaces encourage educators, children and visitors to sit, collaborate and yarn about current events that are resonating with our children,” shared Margaret.

Centring children’s voices and needs

Poppins Bush School’s outdoor environments are designed to be inclusive, flexible and responsive to the individual needs and abilities of each child. Equipment and materials are carefully selected to encourage and enable the participation of all early learners.

Being responsive to children’s needs and abilities is also critical to managing risk. As Margaret said, “By having an in-depth knowledge of each child’s developmental level and skills, our educators are able to actively scaffold and support the children to take risks and stretch their learning while remaining safe.”

The service’s educational program and practice is shaped by the voices, priorities and strengths of children, families, their communities and culture, too.

Valuing and responding to their ideas and interests helps children develop agency, decision-making skills and a strong sense of identity. These meaningful interactions also foster positive educator-child relationships, which in turn supports children to feel secure and free to play, explore and learn.