A Survey Of Unstructured Outdoor Play Habits Among Irish Children A Parents Perspective

A Survey of Unstructured Outdoor Play Habits among Irish
children: A Parents Perspective.
Orla Gallagher
B.A. (Hons) in Early Childhood Care & Education
2015

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A Survey of Unstructured Outdoor Play Habits among Irish children: A
Parents Perspective.
Orla Gallagher
A dissertation submitted to the Faculty of Humanities
In partial fulfillment of the requirements for the Honours Degree in
Early Childhood Care & Education
Institute of Technology
Blanchardstown
Dublin 15
13th
April 2015

iii
Abstract
Outdoor play is a relatively new and growing area of interest for research in the area
of early childhood care and education. As young children increasingly spend more time
indoors and engaged in sedentary activities, researchers have come to realise the value which
outdoor play holds for young children, and why exactly it is so important. This research has
set out to discover; what are the existing practices among Irish Children, aged between three
to six years, in relation to their unstructured play in outdoor environments, from a parent’s
perspective.
Using a quantitative methodology, 120 parents of children aged 3 to 6 years
completed a survey around their child’s access to, and engagement with the outdoor
environment, when their play is self-directed. The research also sought the parents
perspectives on the benefits of outdoor play to young children, and what barriers exist which
may prevent them from partaking in unstructured outdoor play. The research has found that
children’s engagement with the outdoors occurs in three main settings; the home, the local
community, and the educational setting. Children’s practices in outdoor play include
engaging in various types of play, activities and with a range of materials. This research
shows that children’s outdoor play within the educational setting may be restricted by
practitioners’ attitudes and values around play, and weather or seasonal conditions. The
research also shows that parents are aware of a wide range of benefits to children gained
through engaging in outdoor play, and they have also experienced barriers to children’s
outdoor play.

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Acknowledgements
I would like to take this opportunity to thank my research supervisors at the Institute of
Technology Blanchardstown, Joanne McHale and Deirdre McGrath, for all the help that they
have given me; in understanding my vision for this research and helping me to put it into
action. Thank you both for the expert advice and encouragement you have given me over the
past year of this project. You have gone above and beyond the call of duty, and it has been
very much appreciated.
To my parents, Maria and Gerry, You have been a source of unending support and
inspiration, and incredible role models to me of the importance of hard work and dedication
in life. You have provided me with the best possible start, and given me, and all of your
children, the opportunities to achieve anything we wanted to, as difficult as it may have been.
Thank you for helping me to get this far, and for instilling such deep values about education,
family and love throughout my life. I never could have accomplished this without you.
To my friends and family, thank you for your support and understanding of my non-existent
friendship over the past number of months as academia has taken over my life! To Cookie,
thank you for taking such excellent care of my little girl for the last 4 years, we both love you
beyond words. To my partner, Tom, you have been there through it all. You listened to me
rant, you sympathized, you supported me and you pushed me when I needed it. When I
thought that this might never be possible for me you made me believe it was, and reminded
me how far I had come already. Thank you for becoming as passionate about this as I have,
irrational as it may be, I love you all the more for it.
To my daughter, Ella, Thank you for inspiring me to love the early years, as challenging as
they may be. Thank you for your fierce independence and spirit and strength. Thank you for
teaching me to see digging in the mud in a whole new way, to remember the thrills and
excitement of rolling down a hill, and to appreciate the possibilities of a muddy puddle.
Thank you for your patience for too many days and evenings when Mama had to work,
instead of play. Thank you for your little hugs and words of encouragement, and wisdom
beyond your four years, which got me through it all.

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Contents
PAGE
Abstract…………………………………………………………………………….. iii
Acknowledgements………………………………………………………………… iv
Contents…………………………………………………………………………….. v
Table Lists…………………………………………………………………... vii
Chapter 1: Introduction…………………………………………………………… 1
Chapter 2: Literature Review……………………………………………………... 3
2.1: Introduction…………………………………………………………….. 3
2.2: Play and the Outdoors: A Policy Perspective………………………….. 4
2.3: Irish Children’s Access to play outdoors………………………………. 6
2.4: Educational settings & outdoor play…………………………………... 8
2.5: Benefits of Outdoor Play………………………………………………. 10
2.6: Barriers to outdoor play………………………………………………... 11
Chapter 3: Methodology…………………………………………………………… 13
3.1: Introduction…………………………………………………………….. 13
3.2: Justification of Method………………………………………………… 13
3.3: Sample Group…………………………………………………………… 13
3.4: Data Collection………………………………………………………….. 14
3.5 Data Analysis…………………………………………………………….. 14
3.6: Ethical Considerations………………………………………………….. 15
3.7: Difficulties Experienced during research……………………………….. 15
3.8: Limitations of Study…………………………………………………….. 16

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Chapter 4: Findings………………………………………………………………….. 17
4.1: Profile of Respondents’………………………………………………….. 17
4.2: Access to Outdoor Environments……………………………………….. 19
4.3: Play Practices in Outdoor Environments………………………………... 22
4.4: Educational Settings and Outdoor Play…………………………………… 26
4.5: Benefits and Barriers to Outdoor Play……………………………………. 32
Chapter 5: Discussion………………………………………………………………….. 36
5.1: Profile of Respondents’……………………………………………………. 36
5.2: Access to Outdoor Environments…………………………………………. 37
5.3: Play Practices in Outdoor Environments………………………………….. 39
5.4: Educational Settings and Outdoor Play……………………………………. 40
5.5: Benefits of Outdoor Play…………………………………………………… 43
5.6: Barriers to Outdoor Play…………………………………………………… 44
Chapter 6: Conclusions………………………………………………………………... 45
Appendices………………………………………………………………………………. 47
7.1: Appendix 1 – Survey………………………………………………………. 47
7.2: Appendix 2 – Survey Results……………………………………………… 62
7.3: Appendix 3 – Figures………………………………………………………. 78

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PAGE
Figure List………………………………………………………………………………. vii
2.1: Accommodation of Respondents………………………………………….. 18
2.2: Outdoor Spaces in the Home Environment………………………………... 19
3.1: Access to Outdoor Environments by type…………………………………. 20
3.2: Frequency of accessing environment by type……………………………... 21
3.3: Time Spent engaged in play by environment type………………………… 22
3.4: Type of play engaged in formal environments……………………………. 23
3.5: Type of play engaged in natural environments……………………………. 23
3.6: Type of play engaged in wild environments……………………………….. 23
3.7: Features of formal environments…………………………………………… 24
3.8: Play and materials in natural and wild environments……………………… 25
4.1: Profile of Educational settings attended……………………………………. 26
4.2: Facilities for outdoor play within educational settings……………………… 27
4.3: Accessing the outdoor environment in the educational setting…………….. 28
4.4: Conditions on accessing the outdoor environment in the educational setting…28
4.5: Time spent in the outdoors in educational settings…………………………… 29
4.6: Play features of the outdoor environment in educational settings…………… 30
4.7: Behaviors permitted in outdoor play in educational settings………………... 31
5.1: Perceived affordances of the outdoor environment for meaningful outdoor play32
5.2: Parents perceptions of ‘good’ standards in local play provision………………..33
5.3: Parental perceptions on the benefits of outdoor play for children………………34
5.4: Parental perceptions on barriers to outdoor play for children…………………..35

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Chapter 1: Introduction
In recent years, there has been a significantly growing interest into play and the
importance which it holds for young children and their development, across the western
world. As children today spend more time indoors engaging in sedentary activities, rather
than partaking in active play in an outdoor environment, researchers have come to realise the
value which outdoor play holds for young children, and why exactly it is so important. This
research dissertation aims to look at; what are the existing practices among Irish Children,
aged between three to six years, in relation to their unstructured play in outdoor
environments, from a parent’s perspective.
As a parent to a young child, I have experienced the privilege of watching my
daughter grow and learn through exploring her environment from infancy. I have seen the
look of joy and amazement the first time she threw a pebble into a pond and watched the
ripple spread across the surface of the water. I have seen her personality transform as she
moves from the indoors outside and becomes immersed in nature. I have felt enlightened and
liberated in allowing her to navigate the outdoor environment, and to experience natural risk.
I believe that the outdoor environment can afford limitless possibilities for the development
and learning people of any age, but especially to young children.
In the current day, Irish children are experiencing a massive scale health epidemic;
Childhood overweight and obesity. Recent data from the Growing up in Ireland Study has
shown that about one quarter of Irish children are overweight or obese at three years of age,
dropping slightly to 20% of children being obese or overweight at five years of age
(Children’s Research Centre 2013, p.5). The two main contributing factors to this issue,
which have changed in recent decades, are nutrition and activity levels. During the course of
my work as an early years practitioner I have experienced a huge range of variety in the
outdoor facilities available to children in early childhood settings, the ways in which the
outdoor environment is accessed and the length of time children spend playing there.

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The research employed a quantitative design by way of using an online survey. This
was aimed at parents with one or more children between the ages of three to six years old,
and who lived in Ireland at the time of survey completion. Respondents were targeted
through online parenting forums and peer support groups for parents. The survey sought to
achieve the following aims:
1) To investigate the formal environments that Irish children have access to
2) To investigate the natural and wild environments that Irish Children have access
to
3) To identify what practices exist among children in their outdoor play
4) To explore children’s access to outdoor play in educational settings, and,
5) To consider the perceived benefits of, and barriers to unstructured outdoor play
according to parents.
For the purposes of the research, the key concepts to be considered include:
‘Play practices – concerned with how long and how often children play, what types of
materials they engage in and whether they play in groups with peers, adults or
independently.
Unstructured play – any play which is not adult directed in nature and is freely chosen
by the engaged child.
Outdoor Environments – any environment which is not indoors, these may include
formal environments such as playgrounds, natural environments such as fields, green
areas and parklands, or wild areas such as the seashore, forests, mountains, woodland
areas, and rivers or lakes.
Parental Perspectives – the thoughts and experiences of parents and/or primary
caregivers of children.‘ (Gallagher 2014, p.3)
The dissertation will contain information about all aspects of the research and research
process including a comprehensive review of current literature on the area, a methodology of
how the research was carried out and the implications of this, findings and results from the
survey data, a discussion on the findings within the context of the literature in the area,
conclusions to the research and a bibliography of all sources used in the research process.

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Chapter 2: Literature Review
‘The landscapes we create are a powerful testament to how we as a culture treat the natural
world. If we asphalt the entire play yard, surround it with chain link fence and fill it with
plastic toys and organised sports, what does that tell children?’
(Herrington 2005, cited in Tovey 2007, p.10)
2.1: Introduction
The area of outdoor play is a relatively new in early years research, specific to the Irish
context. There is increasing awareness and interest into children’s access to the outdoors,
their play practices and the value which this holds for young children. As such, extensive
research specifically targeting the area of outdoor play practices has not yet been undertaken.
This chapter will attempt to review a range of literature which is relevant to composite areas
and the aims of the research project undertaken. These will span across the areas of Irish
Policy on play and the outdoor environment, Access to the play outdoors for Irish children,
educational settings and outdoor play, the benefits of outdoor play, and barriers which have
been found to exist to children’s outdoor play.

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2.2: Play and the Outdoors: A policy perspective
In recent years, Ireland has developed much policy in the area of early childhood care and
education, and play. Siolta, the national quality framework for early childhood education
defines play as being ‘central to the well-being, development and learning of the young
child.’ Siolta recognises that children create their own understanding of the world around
them through play and exploration, and for this reason play is of huge importance, providing
us with opportunities to engage children in real quality experiences in their earliest years
(CECDE 2006, p.9). Within Siolta, the importance of the environment and it’s suitability for
play is recognised, acknowledging that outdoor environments, as well as the traditional
indoor sphere, offer a range of opportunities for children to experience challenges and
stimulation, appropriate to their level of development (2006, p.19). Siolta supports the use of
outdoor spaces and recognises that outdoor learning environments affords ‘a range
of…diverse, creative and enriching experiences for all children’ (2006, p.20).
The CECDE states that the physical environment includes everywhere the child is and, as
such, environments within early years services should reflect these experiences of the child –
home and out-of home areas, built and natural materials and environments, on both large and
smaller scales (2005, p.19). They recommend that all children should have access to the
outdoor environment including structured environments; playgrounds, and non-structured;
parks, gardens and woodlands, and that access to outdoor play should occur daily.
Aistear, Irelands Early Childhood Curriculum Framework acknowledges that the
environment has an impact on the things and the ways in which children learn. An
environment which welcomes children may promote experiential play‘… [The inviting
environment] helps children to explore and to take advantage of opportunities for fun,
choice, freedom, adventure, and challenge’ (NCCA 2009, p.12). Aistear recognises the broad
affordances of the outdoor environment for learning including, but not limited to‘…the
natural environment and its features, materials, animals and plants, and their own
responsibilities as carers [for the environment]’ (NCCA 2009, p.44).
Early Childhood Ireland recognise access to the outdoor environment as being a factor
effecting physical activity levels in children under five years old (2014, n.p). As such ECI has
made recommendations to the government to use policy as a way of supporting children and
families to increase their levels of physical activity at a community level; ‘Policy makers
should: make certain all families are able to use suitable play areas in the local communities’

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(ECI 2014, n.p). In Better Outcomes, Brighter Futures, the government acknowledges the
importance of their own role of creating and maintaining outdoor environments ‘facilitating
and promoting access to safe green space, pedestrian and cycle-friendly streets, increasing
community cohesion and enhancing community safety’ (2014, p.53) along with their
responsibility in regulating the built environment by way of planning so as to endure all
children can access nature, the outdoors and safe green space (2014, p.56).
In 1992, Ireland ratified the United Nations Convention on the Rights of the Child. This
document laid out fundamental rights of children around the world. Article 31 says that
‘states parties recognize the right of the child to rest and leisure, to engage in play and
recreational activities appropriate to the age of the child and to participate freely in cultural
life and the arts’ (Children’s Rights Alliance 2010, p.29). The Children’s Rights Alliance
shadow report to the UN Committee in 1997 recommended the development of a national
play policy, which would ‘identify strategies and cross departmental/agency methods of
delivering play provision for children’ (CRA 1997, p.47). 2004 saw the publication of such a
policy document, the National Play Policy; Ready Steady Play! This document laid out the
components of a rich play environment including a varied physical landscape, opportunities
for risk, playing with natural elements, manipulating these and pre-made materials, space for
movement and balance, sensory stimulation, the built and natural environments, opportunity
for children to construct this play landscape themselves, exploring self-identity and roles, and
engaging social interactions (2004, p. 11). The Children’s Rights Alliance 2006 follow up
shadow report praised the publication of the new National Play Policy; Ready Steady Play!
However, it is noted that engagement with, and implementation of the policy at local level
has been poor, with fewer than a fifth of local area authorities publishing a local play policy
as necessitated by the national policy. On this basis, the Children’s Rights Alliance have
recommended that an evaluation of spending under the policy is carried out in order to ensure
cohesive provision of outdoor play spaces across the country (2006, p.65).

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2.3: Irish Children’s Access to Outdoor Play
In the early part of the 1900’s, Ireland was more advanced in terms of play and play facilities
than one might expect. The Irish Civics institute founded a series of public playgrounds in the
Dublin Inner city area, which were available to all children from the locality aged between 4-
14 years old, although often siblings’ outside of this age range would also participate
(Kernan, 2005, p.679). The playgrounds were open and operated after school hours and
during weekends and school holidays, all year around. These were publically funded facilities
under the following basis: ‘(1) public health, because children must have suitable recreation
under sanitary conditions; (2) public morals, because children who are happily playing
under supervision will not ultimately become juvenile delinquents; (3) public safety, because
children playing in the streets are a contributory cause of accidents and a danger to
themselves and others’ (Civics Institute of Ireland, 1930, cited in Kernan 2005, p.678). Each
playground was staffed by a trained play worker and a play assistant, who helped to organise
the children’s play and administer first aid as necessary. The Civics Institute also hired
specialists in various areas such as Irish language, art and cultural activities, such as dance,
who worked in a number of the playgrounds on a rotating basis.
According to Milward & Wheway (1997, cited in National Children’s Office 2004) 75% of
play that children engage in outdoors is active physical play, including running, walking,
playing ball games, using wheeled vehicles, and using designated play equipment. This is
facilitated in the home environment and also in educational settings and local playground
facilities.
The infant cohort of the Growing up in Ireland Study researched the frequency with which
children at age five years engage in structured and unstructured outdoor play. Structured
physical play was based on how often the child participated in a sports group or club,
unstructured play was measured by the frequency with which the children engaged in
practices in the outdoors such as ‘climbing trees/frames, playing with a ball, chasing, riding a
bicycle and roller-skating’ (CRC 2013, p.3). These were then grouped into categories of high,
moderate and low levels of play. The outcomes of the study found that more boys engaged in
higher levels of both unstructured and structured play. When compared with their male
counterparts, girls were 13% more likely to engage in unstructured play at low levels. The
study found that socio-economic factors and maternal education also played a part in
children’s activity levels, children from lower income families participated more frequently

7
in the types of unstructured outdoor play mentioned above than their more advantaged peers,
however, those children from higher socio-economic groups participated in structured
activities at a higher level (CRC 2013, p.3).

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2.4: Educational Settings & Outdoor Play
The Child Care (Pre-school Services) Regulations (2006) encompass all services catering for
preschool children aged 0 to 6 years old. Regulation five of the preschool regulations require
that early years providers assist each child in their care ensuring that their development,
learning and well-being are being catered for within the setting. The regulation states that this
should be catered for through ‘…provision of the appropriate opportunities, experiences,
activities, interaction, materials and equipment, having regard to the age and stage of
development of the child and the child’s cultural context’ (Government of Ireland 2006, p.6).
However, the regulations do not explicitly mandate that any early years setting in the
Republic of Ireland must have facilities for outdoor play available as part of their provision.
Regulation 28 states that ‘A person carrying on a pre-school service shall ensure that
adequate and suitable facilities for a pre-school child to play indoors and outdoors during
the day are provided, having regard to the number of pre-school children attending the
service, their age and the amount of time they spend in the premises’ (Government of Ireland
2006, p.14). This is open to the interpretation of the setting and inspectors and as far has been
researched, a setting has not been found in breach of regulation 28 on the basis of having no
available outdoor play facilities on the premises.
As part of the national play policy, a review of outdoor play facilities in early year’s settings
was undertaken. Of the 2,607 sessional and full-day care registered services which were
included, 77.5% of them had a space suitable for outdoor play.
In 2010, Kernan and Devine undertook a study of children’s and practitioners’ experiences of
outdoor play in early year’s settings in Ireland. This consisted of a case study of 4 individual
early years settings across Ireland, alongside information gathered by Pobal through their
annual survey of registered services in receipt of public funding, which accounted for 1236
settings (2010, p.374). The outcome of this research revealed that 11% of registered early
years services operating in Ireland had no outdoor play facilities available for the children
attending their services. Predominantly found within the services which had outdoor
provision were play areas with a soft ‘safety service’ and grass areas. Natural materials found
in outdoor gardens including plants, flowers and water, which were present in 38% of
services. There was variety in how often outdoor spaces were accessed by the services.
Almost a quarter of services facilitated the children in using the outdoor space as they chose

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and as often as they liked, with almost half of services (44.4%) utilized a rota or schedule in
accessing the outdoors.
Physical Education (P.E) is provided in all classes at primary school level, including infant
classes. The Curriculum includes strands in Athletics, Dance, Gymnastics, Games, Outdoor
and Adventure Activities, and Aquatics (INTO 2007, p.11). However, time allocation as per
the curriculum amounts to only one hour per week for students, and research in primary
school classes found that in reality, time spent on P.E classes ranged from 16 minutes to 56
minutes per week (INTO 2006, cited in INTO 2007,p.15). A recent European
recommendation for physical activity in primary schools calls for a minimum of 120 minutes
per week, with a preferred 180 minutes per week (Worcester University Study 2007, cited in
INTO 2007, p.15).
Jenkinson and Polokow (2003 and 1992, cited in Tovey 2007, p.3) believe that the
interference of adults in children’s outdoor play and the prevalence of curriculum and
planning, has disturbed opportunities for freedom of outdoor play in schools, stating that play
is over-managed and this lessens the value of play. ‘Consider play that is shaped and directed
by adults, and becomes “wrapped around” a focused learning objective’ (Jenkinson 2003,
cited in Tovey 2007, p.3).
When it comes to opportunities for risky play within the early years setting, the attitude of the
practitioner will impact the possibilities for outdoor risky play (Rasmussen 1996, cited in
Sandseter 2011, p.4-5). There may also be conflict with legislation, health and safety
requirements which do not take into account the known benefits of risky play to children. The
fear of injury to children and subsequent litigation by parents may be a concern for educators.
The attitude of the Royal Society for the Prevention of Accidents in the UK is to allow for as
much risk as possible, and that ‘…[environments should be] as safe as necessary, not as safe
as possible’ (Goldberg 2007, cited in Willoughby 2011, p.9).

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2.5: Benefits of Outdoor Play
Early childhood Ireland has identified the outdoors as a positive environment for children’s
learning, which provides opportunities to ‘…explore, experience and make meaning of the
natural world’ (ECI 2014, n.p). They also recognise that children learn from these
experiences along with opportunities that arise for children to engage in risky play outdoors
(ECI 2014, n.p.). As such ECI recommends that parents support children to achieve physical
outdoor activity every day, in a range of outdoor environments (ECI 2014, n.p.).
Aistear recognises the possibilities afforded by the natural environment for sensory play,
developing physical skills, exploratory play, knowledge about the world, environmental
responsibility and opportunities to experience risk (NCCA 2009, p.49-51). The opportunity
for the child to experience risk-taking is vital in order to develop a sense of independence,
autonomy, a sense of control over outcomes and to problem solve. An appropriate level of
risk provides challenge and may encourage peer co-operation and shared learning
experiences (CECDE 2005, p.19).
Richard Louv’s book, ‘The last child in the woods’ discusses the concept of ‘nature-deficit
disorder’ in children who do not get enough exposure to natural outdoor environments, and
opportunities to play and explore in these settings. He states that ‘children who play outside
are less likely to get sick, to be stressed or become aggressive, and are more adaptable to
life’s unpredictable turns’ (Louv 2005, cited in ECI 2014, Outdoor Play).
Angela Hanscom has written about the vital role of outdoor play and opportunities to explore
and play in nature, in battling the increasing incidence of Attention-Deficit, Hyperactivity
Disorder symptoms among young children in Kindergarten and Elementary School classes in
the United States. The motions experienced by children in vigorous outdoor play, such as
inverting upside down, spinning and rolling down hills, result in ‘rapid vestibular input’.
Hanscom argues that children need to experience this on a continuing daily basis, in order to
develop sufficiently, ‘If children do this on a regular basis, and for a significant amount of
time, then and only then, will they experience the necessary changes needed to effectively
develop the balance system – leading to better attention and learning in the classroom’
(Hanscom 2014, cited in Strauss, 2014).

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2.6: Barriers to Outdoor Play
Ireland is renowned worldwide for our wet weather, year round. There is a phrase in
Scandinavian countries; ‘There is no such thing as bad weather, only inappropriate clothing’.
Research carried out by Early Childhood Ireland, in conjunction with the Institute of
Technology Sligo found that while play may be valued by Irish parents, 88% of children
spent less time playing outdoors during the winter months. In addition to this 74% of children
don’t get the opportunity to play outdoors in the rain (ECI, 2014, n.p). On this basis, ECI is
urging parents to work alongside the early years setting and to provide weather appropriate
clothing and footwear to enable their child to participate in outdoor play regardless of the
weather conditions (2014, n.p).
The children’s rights alliance shadow report to the UN committee on the rights of the child in
1997 identified an inequality in outdoor play provision for children and an absence of play
workers in Ireland. This disadvantage was shown to link with home location ‘[some] children
in Ireland lack appropriate or adequate play provision… 46% of local authorities do not
provide playgrounds; there is only one trained hospital play specialist in the country and
there is no training for play workers’ (Children’s Right Alliance 1997, p.47). The 2006
follow up report to the UN again acknowledged that certain groups of children continued to
experience a lack of facilities for outdoor play and recreation, these include children living in
areas of socio-economic disadvantage, children with disabilities and children who are
members of the travelling community (Children’s Right Alliance 2006, p.66-67).
Even those children who can access suitable environments for play face barriers to doing so.
Studies have shown that children of the current generation have less freedom to play,
particularly unsupervised, than their parents and grandparents did at the same ages. This may
be contributed to factors such as increased in traffic numbers, real or perceived stranger
danger, increasing time spent engaged with media and technology such as television, video
games and computers, and spending a larger portion of their day away from the home
environment in school and/or childcare services or in structured activities (NCO 2004, p. 11).
Tovey also discusses these issues of declining freedom for children to play outdoors, stating
that research on the independent mobility of children has shown a reduction in roaming area
to one-ninth of the same area that children were afforded in the 1970’s (2007, p.2). She
believes that this is the product of a culture of fear, whereby statistically children are at much

12
greater risk of abuse within the home, and yet parental concerns about child abduction and
perceived safety within the neighbourhood mean that few parents permit their children to
play unsupervised outdoors (2007, p.2-3).
In conclusion, we see that policy documents within the Irish context frame outdoor play in a
positive and valuable light, they discussed the importance and value of outdoor play and of
the many benefits which it holds for children. However, this is not reflected in the
opportunities that are afforded to Irish children either within the context of the home or the
preschools and primary schools where they spend a considerable portion of their day. The
provisions of outdoor spaces where children can play safely are inconsistent across Ireland
and this, among the other issues discussed, creates barriers of access for children, including
unfavourable weather conditions, health and safety concerns and a need for parental
supervision. Knowledge of young children’s practices in outdoor play among early childhood
researchers is limited and there is virtually no research on the access to natural or wild
outdoor play spaces for children in Ireland. Although the benefits of outdoor play to children
are well documented, in particular the benefits of risky play, practitioner’s lack of knowledge
in this area and fear of litigation may inhibit children’s play practices due to restrictions
placed upon them by well meaning, but ill-informed adults.

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Chapter 3: Methodology
3.1: Introduction
This chapter focuses on explaining the research methods used for this dissertation including
justification of method, sample group, data collection, data analysis, ethical consideration,
difficulties experienced during research, and limitations of the study.
3.2: Justification of Method
This research project used quantitative methods to gather information. The aim of the
research was to gain insight into children’s play habits in outdoor environments in Ireland, a
topic on which, at the time of writing, there is very little research data available. In order to
gain a broad view of this, the chosen method was a survey with a large sample size, as data
gathered in this way may be generalised across a population (Mukherji & Albon 2010, p.55).
Due to the nature of the information required, concepts such as distance and time, which may
be too abstract in nature for children in the age group 3-6 years, to fully understand, it was
decided that the research should be directed to the child’s parents or guardians to report on
behalf of their child or children’s experiences around outdoor play.
3.3: Sample Group
The selected target group for this research was parents living in Ireland, who had one or more
children between the ages of three to six years at the time of survey completion. The survey
was hosted on the internet research website, Google Forms. The target respondents were
accessed via online parenting forums and peer support groups, specifically targeted at Irish
parents. The gatekeepers in these instances were forum administrators, who kindly allowed
permission to post a brief description of the research and a link to the survey itself, in order
for members to engage with the survey. The sample was self-selected, as any parent who
becomes aware of the research may choose to participate in it, or not. However all
participants in this instance had access to the internet and a device capable of accessing it.
This research used a relatively large sample of respondents of 120. This is an important factor
where research data may reflect the population in this way (Mukherji & Albon 2010, p.64).

14
The descriptive survey is a method which this research project employed. The descriptive
survey ‘sets out to discover what people from a particular target population think and do’
(Mukherji & Albon 2010, p.58). The target population in this instance was children aged
between 3-6 years old, and who lived in Ireland. The information about play practices of
children within this age range is being asked of their parents.
3.4: Data Collection
The data collection instrument used in this research was a survey. The survey was split into
five sections, with each section asking questions on a different area, each linked to the
research aims of the project. The first section was an introduction to inform respondents
about the purpose of the research, and to gain their consent to use the information provided
by them within the research project. It also asked general questions to provide contextual
information for the questions answered further on in the survey. The second section related to
children’s access to outdoor environments, play habits, practices in outdoor play and how
these varied in different outdoor environments. The third section asked about access and play
practices relating to children’s outdoor play in their educational settings. The final section
comprised of a series of Likert scales designed to ask parents to what degree they felt that
certain factors influenced their children’s outdoor play. This method was used to ascertain the
perceived barriers to and benefits of outdoor play according to parents.
3.5: Data Analysis
The data which was collected from the survey was analysed using spreadsheets within
Microsoft Excel software. This enabled the researcher to view each participant’s responses
individually and also to easily ascertain the number of common responses across the sample
group. Using this data, representative graphics were generated using Microsoft Word
software.

15
3.6: Ethical Considerations
The predominant ethical issues which were considered within the context of this research
were Informed Consent and the protection of collected data. In order to obtain fully informed
consent from each participant, the data collection tool designated the first page of the survey
to providing information to the survey respondents. This included information about the
researcher and the proposed research. Also provided was information about how to contact
the researcher via email, in the event that a potential respondent sought any further
information about the research before they participated. Confidentiality was ensured
throughout the research process. The data collection tool was designed not to collect
identifying information. The survey host website did not permit the researcher access to
respondent’s details, specifically in relation to computer IP addresses. The data collected will
be held in a secure digital format. The data, in its raw form, will only be available to the
researcher and the research supervisor. This data shall be held by the researcher for a period
of one year from the date the dissertation is submitted, and then destroyed. Data held by the
research supervisor will be destroyed once the dissertation is corrected.
3.7: Difficulties experienced during research
The main difficulty encountered during the course of the research was in designing the data
collection tools. The initial survey which was piloted was too long. Feedback indicated that
this could negatively impact the response rate, and the time that would be needed for survey
completion considering the busy lives of parents with young children, may be off putting to
potential respondents. In order to overcome this issue, the format of the data collection tool
was altered in order to gain the same information in a more efficient way.
The data collection took place over a period of 7 days, from Friday February 21st
to Friday
February 28th
, during which time the survey was live. The Survey received 151 respondents,
of whom 149 consented to take part in the research. Of this number, twenty-nine respondents’
surveys were excluded due to a variety of reasons. These reasons included not having
children aged in the 3-6 age range, lack of clarity around answers provided, or in some cases
inconsistent or conflicting information was provided. They were excluded on the basis that
the information they provided within the survey may have been irrelevant or unreliable, and
had these answers been included they could have incorrectly influenced the research

16
outcomes. The process of excluding those respondents was time consuming and set back the
schedule of data interpretation and writing the findings chapter.
3.8: Limitations of study
Quantitative research by its nature poses limits to the depth of information which may be
obtained using these methods. The survey was hosted in a digital format using a research
website, so that any individual who has access to the internet may complete it. As such, there
was no way to validate that every individual who has responded to the survey was a parent of
children within the proposed target group age range. This was demonstrated by the responses
which were discounted in data interpretation. The researcher attempted to offset the impact of
this by only posting the survey URL link to forums which were specifically targeted at
parents of children in the Irish context. Surveys often illicit low response numbers, thankfully
that was not an issue with this research. Flaws in the initial design of the data collection tool
were identified upon piloting of the survey, and corrected prior to general publication of the
survey. This led to a reduction in the overall numbers of responses which were considered in
the data findings.
Due to time constraints and other academic workload of the researcher, the scope of the
research was limited to that which was possible within the context of a final year dissertation.
The researcher acknowledges that employing a mixed methodology of using qualitative
methods such as interview, and the involvement of children directly in the research process
would contribute greatly to the research outcomes.

17
Chapter 4: Findings
4.1: Profile of respondents’
The total number of responses considered for the purposes of this research is 120. The
breakdown of the number of children within this age range in the families was 93 respondents
with one child aged between 3-6 years and 26 respondents with two children aged between 3-
6 years. This totalled to a sum of 145 children: 67 children aged 3 years, 47 children aged 4
years, 18 children aged 5 years, and 13 children aged 6 years. The children were 71 females,
and 73 males. One parent preferred not to disclose the gender of their child.
It should be noted that, due to the way in which the data was collected, all of the respondents
had access to the internet, and were members of parenting forums and online peer support
groups for parents. This would involve access to a computer or other device capable of
accessing the internet.
Accommodation and Outdoor Space
The parents surveyed in the course of this research all lived in Ireland. They were some
spread geographically across the country, although most participants lived in the East. with
Dublin accounting for (68) respondents, other Leinster (36), Munster (8), Connaught (6) and
Ulster (2). When asked about the setting of their main home accommodation, 17.5%
responded that they lived in an urban area, 58.33% in a suburban area, 23.33% in a rural area,
and 0.83% in ‘other’. The graphic breakdown of accommodation as shown below shows that
the vast majority (112 of 120) of respondents live in houses, with the remainder in apartment
or flats (6) and just two respondents identified living in accommodations other than those
outlined within the survey options.

18
2.1 1 - Accommodation of respondents
Accomodation
Apartment/Flat (6)
Detached House (34)
Semi Detached House (51)
Terraced House (27)
Other

19
4.2: Access to Outdoor Play
Access to Outdoor Spaces within the home
Outdoor spaces within the home context varied somewhat. The most common reported
outdoor space was an enclosed garden (102); next most common was a paved driveway (52),
unenclosed garden (26), patio (17), shared outdoor space (13), balcony or terrace (7), and
other (4). Only one respondent reported having no access to outdoor space in the home.
2.2 1- Outdoor Spaces in the Home Environment
Access to other outdoor spaces
The survey found no reported responses of families having no access to outdoor
environments at all. In fact the majority of families surveyed (108) have access to at least
three of the outdoor environments listed below. The environments which were accessible to
fewest respondents were the ‘wild’ environments, such as Mountains (28), Forests (54),
Lakes and/or Rivers (41). The most commonly accessible environment were formal
structured playgrounds (114), followed by natural environments; green spaces (93), parklands
(81), fields (66), and wild environments; woodlands (62), and seashore (61).
0
20
40
60
80
100
120
Outdoor Spaces in the Home Environment
Number of Respondents

20
3.1 1 - Access to Outdoor Environments by Type
Distance and transport needed to access Outdoor environments.
Results from the survey showed that the vast majority of respondents had access to formal
play environments (114) and natural environments (113) within 5km of their home, with all
respondents having access at some level. However, proximity to wild environments
decreased, with only 77 respondents reported living within 5km of a wild environment, and 5
respondents reported having no access at all to wild environments.
Transportation methods also varied according to the type of environment being accessed,
showing two prominent transportation methods – walking and travelling by car. Families
accessed formal environments most often by walking (60) followed by car (56) and bike (3),
with no other transportation methods being represented. Transportation used to access natural
environments varied slightly; walking (54), car (56), bike (5), public transport (1), while there
was a significant shift towards transportation by car to wild environments (85), walking (21),
bike (2), public transport (1), other (2).
0
20
40
60
80
100
120
No
of
Respondents
Formal Natural Wild
Access to Outdoor Environments

21
Frequency of accessing outdoor environment
The type of environments which were accessed most frequently were natural environments,
with over half (67) of respondents accessing this type of environment at least twice weekly.
This was followed by playgrounds (51) and wild areas (25) being accessed at least twice
weekly respectively. The majority of respondents (87) used the playground closest to their
homes, however over a quarter of participants (32) used another playground which was
further located from their home.
3.2 1- Frequency of accessing environment by type
0
10
20
30
40
50
60
Formal
Natural
Wild

22
4.3: Play Practices in Outdoor Environments
Time spent in Outdoor Areas varied widely according to the environment which was being
accessed. Most time (1.5+ hours) was spent in wild environments (42). Respondents report
their children spend shorter periods of time engaged in play in formal structured
environments such as playgrounds (90 respondents reported less than one hour); however
time spent by respondents and their families in natural environments was more evenly spread.
3.3 1- Time spent engaged in play by environment type
Types of play according to Environment
The survey also showed that children engage in different types of play depending on the
environment which they were in. Independent play occurred least frequently in wild outdoor
environments (11), with children preferring to engage in play with peers (54), or adults (43).
Children’s play with adults was practiced least frequently in formal environments (11), in
which instance play with peers was more common among the majority of respondent’s
children (74). The research showed that children engaged mostly in play with peers (71) in
natural outdoor environments. This was followed by play with adults (29) and independent
play (16).
0
10
20
30
40
50
60
70
80
<30 mins 30-60 mins 1-1.5 hr 1.5-2hr 2hr + No Access No Answer
Provided
Formal
Natural
Wild

23
.
3.4 1 - Type of play engaged in formal environments
3.5 1- Type of play engaged in natural environments
3.6. 1- Type of play engaged in wild environments
Play Types in Formal
Environments
Independent
Play (33)
Play with Peers
(74)
Play with
Adults (11)
Play Types in Natural
Environments
Independent
Play (16)
Play with Peers
(71)
Play with
Adults (29)
No Access (0)
PlayTypes in Wild
Environments
Independent
Play (11)
Play with Peers
(54)
Play with Adults
(43)
No Access (4)

24
Features present in formal outdoor play environments
There appeared to be great variety of features which were present at the playgrounds which
were accessed most often by participant families. Most commonly these included features
such as a slide (115), climbing frame (108), swing (95), bridge (75), see saw (67), fireman’s
pole (67), rocking horse (62), roundabout (60), climbing wall/net (54), playhouse (49), tunnel
(45), zip line (27) and sand pit (20).
3.7 1- Features of Formal Environments
What play/materials do children engage with in play in natural or wild outdoor
environments?
Respondents indicated that children participated in a range of play and engaged a large
variety of materials in natural and wild outdoor environments. Most common of these
included running (106), walking (94), playing chasing games (70), climbing trees (59), using
bikes or other wheeled vehicles (57), and playing ball games (50). Materials that children
engaged with in their play included leaves, plants and flowers (81), rocks (74), water (73),
sand (56) and mud and digging (3).
0
20
40
60
80
100
120
140
Features present in formal environments

25
3.8 1 - Play and materials in natural and wild environments
0 20 40 60 80 100 120
Running (106)
Walking (94)
Leaves/Flowers/Plants (81)
Rocks (74)
Water(73)
Chasing Games (70)
Climbing Trees (59)
Bikes/Wheeled Vehicles (57)
Sand (56)
Ball Games (50)
Rope Games (5)
Mud & Digging (3)
Other (5)
Play and materials engaged in by children in
natural & wild environments

26
4.4: Educational Settings and Outdoor Play
4.1 1 - Profile of Educational Settings attended
Respondents’ children attended a range of educational settings and none. The options
included full day care crèche (10), part day preschool (24), sessional services or ecce scheme
hours (35) (early childhood care and education scheme, 15 hours per week in EY services
provided free to parents), Primary school infant classes (27), Home educating families (7),
childminders (7), not applicable (5), other (5). The vast majority of these (109 settings) had
facilities available to the children for outdoor play. One setting did not. Other respondents
chose the option ‘other’ (2) or ‘Not applicable’ (8).
Educational Settings attended by
respondants children
Full Day Care/Creche (10)
Part Day Preschool (24)
Sessional/ Ecce Services (35)
Primary School Infant Classes
(27)
Home Educating (7)
Childminder (7)
Not Applicable (5)
Other (5)

27
4.2 1 - Facilities for outdoor play within the educational setting
Accessing the outdoors in educational settings
The majority of children (81) accessed the outdoor facilities of their educational settings at
least once daily, others twice weekly (15) or weekly (7). One respondent stated that their
child accessed the outdoor facility on a monthly basis. Another respondent stated that the
outdoor space was unusable due to dog fouling and poor hygiene in the area.
Does the educational setting have facilities
for outdoor play?
Yes (109)
No (1)
Other (2)
Not Applicable (8)

28
4.3 1 - Accessing the outdoor environment in the educational setting
Responses from the survey indicated that in 77.5% of settings, accessing the outdoor facilities
was dependent on favourable weather conditions or other factors, 5% of respondents were
unsure if weather was a factor in their child accessing the outdoors, 11.67% of respondents
stated that weather was not a factor in accessing the outdoors. One respondent stated that it
was up to the child if they wished to go outdoors, as the service was child-led.
How often do children access the outdoor
environment in educational facilities?
More than once daily (33)
Daily (48)
Twice Weekly (15)
Weekly (7)
Monthly (1)
Less Often (0)
Unsure (8)
Other (1)
Not Applicable (4)
Is accessing the outdoor environment
dependant on favourable weather conditions?
Yes (93)
No (14)
Unsure (6)
Other (1)
Not Applicable (4)
No Answer Provided (2)
4.4 1 - Conditions on accessing the outdoor environment in the educational setting

29
How long do children spend playing outdoors in their educational settings?
Time spent in the outdoor environment varied considerably. Over one third of respondents
(42) stated that their child spent less than thirty minutes per day outdoors. 15 respondents
stated that their child spent at least 1 hour or more outdoor per day within the time spent at
their educational setting. A significant proportion of parents (20) were ‘unsure’ about the
amount of time spent outdoors by their children. Four survey participants responded with
‘other’, with three of their respective comments as follows: ‘2+ hours in warm weather’, ‘in
summer up to 4+ hours’, and ‘as long as they want’.
4.5 1 - Time spent in the outdoors in educational settings
Play features of the Outdoor Environment
The survey found the most prominent features of outdoor play facilities in educational
settings to be grass areas (51), plants and flowers (51), bikes or wheeled vehicles (48), slides
(46), play houses (45), push or pull along toys (37), sand play (37), and water play (31). One
quarter of play facilities featured synthetic grass or safety play surfaces (30), just less than
this number of settings featured a climbing frame (29), swings (26), gravel (22), and a see
saw (20). Fourteen respondents selected ‘other’ and detailed specific features of the outdoor
play area of their child’s educational setting. These included: concrete (2, 1 where there was
also grass present but this was reserved for playing football only), hopscotch (3), markings on
How long do children spend outdoors in their
educational setting?
<30 mins (42)
30 - 60 mins (32)
1-1.5 hours (6)
1.5-2 hours (3)
2+ hours (6)
Unsure (20)
Other (4)
Not Applicable (4)
No Answer Provided (3)

30
tarmac (3), trampoline (1), car tyres (1), growing vegetables (1), ladders and ropes for
climbing (1), basketball court (1) and toys for indoors brought out (1).
4.6 1 - Play features of the outdoor environment in educational settings
Behaviours permitted within the outdoor play areas of educational settings
The survey found that expectations and permitted behaviours within educational settings of 3-
6 year old children differ considerably. Walking was permitted in 109 setting, running was
allowed in 86 services. Next was chasing games (75), and ball games (62). Climbing was
permitted in less than half of settings (51), followed by rope games (30). Rough and tumble
play was permitted in less than one third of settings (34).
0
10
20
30
40
50
60
No
of
Respondents
Play Features of the Outdoor Environment in
Educational Settings

31
4.7 1 - Behaviors permitted in outdoor play in educational settings
0
20
40
60
80
100
120
No
of
Respondents Permitted behaviours in the Outdoor
Environment of Educational Settings

32
4.5: Benefits of & Barriers to Outdoor Play
The surveys final section posed a series of questions to parents in order to ascertain their
thoughts on the benefits of & barriers to outdoor play for children, by way of reichert scales.
The vast majority of parents (113) ‘strongly agreed’ that outdoor play is important for
children for children aged 3-6 years old. A majority of parents (104) also ‘strongly agreed’
that unstructured outdoor play, which is not directed by an adult, is important for young
children.
When it came to the affordance of formal environments in opportunities for meaningful play,
opinion was divided. Just over half of respondents (66) ’strongly agreed’ that playgrounds
provide opportunities for meaningful play, in comparison with the vast majority (102) who
believed that natural and wild environments provide opportunities for meaningful play.
5.1 1 - Perceived affordances of the outdoor environment for meaningful outdoor play.
0
20
40
60
80
100
120
1=Strongly
Agree
2= Agree 3= Neither
Agree nor
Disagree
4= Disagree 5= Strongly
Disagree
Formal Environments
Natural & Wild
Environments

33
Parents Perceptions of Local Provision
When it comes to local provision and access to environments for play in the local area,
parents are divided on the quality of provision. Less than one third of respondents (36)
‘strongly agreed’ that provision of formal play environments in their area was good, however,
over one third of respondents (47) ‘strongly agreed’ that the provision of natural and wild
environments in their area was good.
5.2 1- Parents perceptions of ‘good’ standards in local play provision
Over three quarters of parents who responded (91) ‘strongly agreed’ or ‘agreed’ that it is
important for young children to experience risk in their play.
Parents were also asked to rate to what degree they agreed with the following benefits of
outdoor play for children as outlined in the table below. Respondents agreed most strongly
that outdoor play provides physical development and skills (115), positive learning
experiences (110), general health benefits (98), environmental responsibility and awareness
of nature (96), an ability to risk assess (88), decreased hyperactivity (78), increased attention
span (71) and a reduced likelihood of illness (63).
0
5
10
15
20
25
30
35
40
45
50
1= Strongly Agree 2= Agree 3= Neither Agree
nor Disagree
4= Disagree 5= Strongly
Disagree
Formal
Environments
Natural & Wild
Environments

34
5.3 1 – Parental perceptions on the benefits of outdoor play for children
As illustrated below, responses from parents around the barriers they perceived to effect to a
great extent their children’s outdoor play rated most highly as: unfavourable weather
conditions (45), time constraints (34), a need for parental supervision (32), road traffic (26),
‘stranger danger’ (16), transport (15), home location (14), fears around land ownership or
trespassing (14), and health and safety concerns (9).
0
20
40
60
80
100
120
140
To a Great
Extent
Somewhat Very Little Not at all Unsure No Answer
Provided
Physical Development
and Skills
Positive Learning
Experiences
General Health Benefits
Environmental
Responsibility/Awarene
ss of Nature
Ability to Risk Assess
Decreased Hyperactivity
Increased Attention
Span
Reduced Likelihood of
Illness
Other

35
5.4 1 - Parental perceptions on barriers to outdoor play for children
0
20
40
60
80
100
120
To a Great
Extent
Somewhat Very Little Not at all Unsure No Answer
Provided
Unfavourable
Weather
Conditions
Time Constraints
Need for
Supervision
Traffic
Stranger Danger
Transport
Home Location
Land
Ownership/Tres
passing
Health and
Safety Concerns
Other

36
Chapter 5: Discussion
5.1: Profile of respondents
Using an online survey as the data collection tool necessitated that all participants had
access to the internet and also a form of technology such as a computer, smart phone or tablet
in order to complete the survey. This may have presented as a barrier to participation to
parents who do not have access to these items, and thus limited the demographic of
participants. The survey was listed online on various parenting forums and internet peer to
peer support groups for parents. The membership cohorts of these groups may be considered
to be parents who have an active interest in parenting and the lives of their children, and as
such they may already be aware of the importance of keeping children active and the benefit
of outdoor play to young children. This may have influenced the survey results and outcomes.
The majority of participants (86% - Dublin and Other Leinster) who responded to the
survey were from the east of the country. As this is not statistically representative of the
population, the results may not be reflective of the play practices of the general population of
children aged 3-6 years old across Ireland, and the access they may have to outdoor
environments.

37
5.2: Access to play outdoors
Within the context of this research projects literature review, no research was found
around the access which Irish children had to outdoor environments. This research showed
that Irish children had access to outdoor environments in three main settings – directly in the
home environment, the locality – both the immediate area and wider community, and the
educational setting, as discussed by Milward & Wheway (1997, cited in National Children’s
Office 2004).
Access to the outdoors within home environment is dependent on the accommodation
in which the child lives. Access to the outdoors in the child’s local area is based on
geographical features of the area, along with designation of natural and wild environments by
local planning and area development officers. Respondents acknowledged an awareness of
this, and that this same access was considered somewhat of a privilege. Respondent 3 – ‘I feel
that my children are very lucky in where we live in [area] where we have access to the beach,
playgrounds and wooded park nearby… [And] we live in a cul-de-sac with a green’. ‘We are
lucky. We live in semi-suburbia and have access to mountains, horse fields and sea side in 5
minutes’ (Respondent 19). The responsibility of maintenance of such areas and formal play
environments such as playgrounds and other outdoor amenities are dependent on, currently
inconsistent, provision by Local County and city councils.
Irish policy documents The National Play Policy (2004) and Better Outcomes,
Brighter futures (2014) both acknowledge the role of the government at local and national
levels to promote access to these spaces and yet they may be seen to be lacking in this due to
inadequate levels of cohesion, and inequity of provision across the country as acknowledged
by the Children’s Rights Alliance (2006, p.65) and also the disparity in access to particularly
‘wild’ environments as highlighted in the findings chapter of this dissertation.
The distance which children had to travel to wild outdoor environments increased,
with only 77 respondents having access to these environments within 5 km of their home,
compared to 114, and 113 for formal and natural environments respectively. Concurrently,
over two-thirds of participants (85) who accessed wild environments did so by car. This may
limit or restrict children’s access to wild environments only to those children whose families
who own or have use of a car, or necessitate the use of other means of transport rather than
walking, which was the primary method of accessing formal environments for children (60).
Location proved to be a considerable factor to accessing outdoor environments; respondent
16 – ‘[we are] so lucky, house on coast, mostly mud but doesn’t seem to be a problem. [We

38
are] backing onto fields and wet woodland. Ok playground within cycling distance on quiet
lanes and brilliant playground 10 miles away’.
The frequency with which children accessed the outdoor environment varied
considerably according to the type of environment. Taking the baseline of 25 respondents
accessing wild environments at least twice weekly, over double this number of respondents
(51) accessed formal playgrounds, and almost three times this number accessed natural
environments (67) with the same frequency.

39
5.3: Play practices outdoors
The responses of survey participants in relation to children’s practices in outdoor play
showed that time children spent engaged in play varied according to the environment in
which they were in. Children typically spent longest when engaged in play in wild
environments, with over one third of respondents (42) reporting one and a half hours or more
of play in wild environments, compared with formal environments where three-quarters of
respondents (90) reported one hour or less of play.
Growing Up in Ireland, the longitudinal study of children’s lives in Ireland identified
common practices in the unstructured play of children partaking in the study, at age five
years. These included activities such as climbing, ball games, chasing, and riding a bike. An
average of 49.1% of respondents to this research identified these as practices in their child’s
play at age 3-6 years: Climbing trees (59), Ball Games (50), Chasing games (70) and riding
bikes or other wheeled vehicles (57).
Milward and Wheway (1997, cited in National Children’s Office 2004) stated that
75% of play children engage in outdoors is active play. This research looked at those
practices included in the term ‘active play’. It found that children engaged in these terms at
the following rates in natural or wild environments: running (106- 88.3% of participants),
walking (94 – 78.3%), playing ball games (50 – 41%), and using wheeled vehicles (57 –
47.5%). This broadly validated the Milward & Wheway study. The discrepancy between
rates of play using bikes or wheeled vehicles and ball games could possibly be attributed to
the age of the research subjects in this study being within the three to six year age range.
Respondents reported a wide variety of play, including imaginative play, as
demonstrated in the following comment; respondent 3 – ‘The local kids go out all day in
good weather and play loads of different games… survival type games that involve building
shelters and climbing trees… wars with the kids whom live around the corner…’. Comments
also suggested cooperative play between children of varying ages and abilities; respondent 19
– ‘I allow her to play with her pals… she has a fair go at anything which is only natural for
the littlest in a group of 11 kids up to the age of 9.’.

40
Parents also acknowledge an awareness of the shift in play practices from those of
previous generations, such as those described in Kernan’s study of the Irish Civics Institutes
Play facilities (2005, p.679) and a vastly reduced roaming areas for children over the last
number of decades (Tovey 2007, p.2) and that this change has placed limitations on young
children. Respondent 8 – ‘It makes me very sad going through this survey and realising how
much even our kids have been increasingly restricted compared to the play I had in my
childhood’.

41
5.4: Educational Settings and Outdoor Play
This research included children who attended a range of educational settings, and
none, across the three to six year age range. From the information gathered about their
various educational settings, the research established that of the 110 respondents who had
children currently attending an educational setting, 109 of these settings had facilities
available to the children for outdoor play. This corresponds to 99.09% of settings attended by
the sample group, having outdoor play facilities. The research suggests a significantly higher
figure than that which was established in 2004 during research undertaken for the national
play policy, at 77.5% of 2,607 early years services including sessional and full day care
services. Kernan and Devine (2010, p.274) also reviewed data on 1,236 early years services
in Ireland which were in receipt of public funding, and found that 89% of these services had
facilities for outdoor play provision. This demonstrates a significant gap of 10-22.5%
between this research and other current research within the Irish context around access to
outdoor play facilities in educational settings in Ireland. This may be accounted for by the
demographic of parents who chose to responded to a survey about children’s outdoor play;
they may have a personal interest in the area and as such considered access to the outdoors as
a factor in choosing an educational setting for their child.
Just over two thirds of respondents (81) stated that their child accessed the outdoor
environment within their educational setting on a daily basis. The most common amount of
time for children to spend outdoors each day within their educational setting was up to thirty
minutes (42), followed by 30-60 minutes (32). However, one sixth of respondents (20) were
‘unsure’ about the length of time their child spent outdoors each day within the setting. One
respondent reported a lack of access to preferred educational setting due to closures in the
locality: respondent 18 – ‘Unfortunately the preschool where my child was to attend has
closed. Children played outside every day, it was child led and they were allowed to take
risks in their play (climbing trees etc.)’.
For the vast majority of services (77.5%), accessing the outdoor environment was
dependent on favourable weather conditions. However this was not the case for respondents
whose children attended outdoor educational settings; respondent 12 - ‘My child attends a
Steiner kindergarten in woodland so is outdoors most of the time in all weathers’,
Features of the outdoor play facilities in educational settings identified most
commonly by respondents included natural materials – plants and flowers (51), grass areas

42
(51) and water play (31). Kernan and Devine’s research found similar results that materials
predominantly found in the outdoor spaces of early years services were natural materials and
that they were present in 38% of settings which were reviewed (2010, p.374).
Behaviours which were permitted in the outdoor environment by educational
practitioners varied. Running was permitted in just over two thirds of services (86), chasing
games in 75. Other play which might be considered risky such as climbing was allowed in
fewer than half of settings (51), rough and tumble play was allowed in less than a third of
settings (34). This correlates to Rasmussen’s idea that the attitudes of practitioners impacts
the opportunity for risky play in young children’s educational settings (1996, cited in
Sandseter 2011, p.4-5). One parent felt that her child’s experiences in an outdoor preschool
were very positive and provided opportunity for more child led learning; respondent 5 ‘…all
activities were outside… exploring new things every day in nature, taking risks & just being
able to take it all in without having carer/teacher telling him to do this & that!... I only wish
this kind of school was more popular for primary school kids!’ However other children
experienced much less freedom around play practices permitted in their educational settings,
and limited facilities for other play; respondent 15 – ‘Play in the schoolyard is very restricted
as the girls are not allowed to run. There is nothing but tarmac with very old prints’.

43
5.5: Benefits of Outdoor Play
The benefits of outdoor play as discussed in the literature were all posed to
respondents who were asked to state to what extent they agreed with them by way of a
reichert scale. These benefits listed were physical development and physical skills, positive
learning experiences, general health benefits, environmental responsibility and awareness of
nature, ability to risk assess decreased hyperactivity, increased attention span and a reduced
likelihood of illness. In each instance the majority of respondents agreed, in a high degree,
that these benefits were afforded to children by way of unstructured play in the outdoor
environment.
The benefit which parents agreed with most strongly was physical development, with
95.8% of respondents strongly agreeing to outdoor play positively contributing to this
development in their children. Respondent 18 – ‘I feel outdoor play has tremendous benefits.
It addresses all areas of child development – gross motor, fine motor etc.’
Respondents also commented on the overall benefits they felt their children gained
from outdoor play. Respondent 14 – ‘Outdoor play enhances my children’s moods, appetite,
complexion, imagination. And it’s free’. One participant, whose child attended an outdoor
preschool, felt that their child benefited in multiple ways: respondent 5 – ‘… it did the world
of good to his health, built up great immunity… [And enabled] taking risks’.
Parents who participated noted the importance of enjoyment for children in their play,
and that this was a benefit of unstructured outdoor play for their children aged three to six
years old. Respondent 1 – ‘Benefit of outdoor play – Fun!’

44
5.6: Barriers to Outdoor Play
Respondents were also asked about barriers which may exist to outdoor play, again as
discussed within the literature which was examined for the purposes of this dissertation.
Parents most considered unfavourable weather conditions to be a significant barrier to their
children’s outdoor play. Respondent 7 – ‘I think weather has the biggest impact on outdoor
play for children. We hardly spend time inside at all in the summer, and the reverse is often
true in the winter’, Respondent 11 – ‘My answers are based on the fact that it’s winter. My
children would be out playing all day if it was warm or dry all day…we would also go to the
forest up the road more so in summer than recently’ and respondent 3 – ‘local kids go out all
day in good weather’. However, some respondents suggested that with correct clothing that
the weather was not a barrier to their children’s outdoor play. Respondent 5 ‘weather didn’t
matter most of the time as the[y] were kitted out with clothes that protected them from the
harsh cold or rain or snow etc.’
Time constraints were also considered a factor limiting children’s outdoor play by
over a quarter of parents (34). Respondent 13 – ‘My son is in an outdoor preschool which
really helps him get outdoors a lot. It will become much more difficult to facilitate him being
outdoors as much next year when he starts school’. Although considered within the literature
and acknowledged as a barrier by some respondents (16), stranger danger may not have been
considered a high risk due to the age of the children involved, however one respondent linked
this to a need for parental supervision (32) and deduced diminishing risk on this basis.
Respondent 6 - ‘I supervise…when they play in playground so stranger danger not an issue’.
Although the least reported barrier by participants with just nine responses, one parent
experiences health and safety concerns to the extent that it prevented them accessing the
outdoors with their children significantly. Respondent 4 – ‘I have three children ages 5 and
under. The stress of getting somewhere or going somewhere that doesn’t have a gate as a
single parent has curtailed our outings for now… After three close call incidents, I have
decided to limit where we go until they are a bit older’.

45
Chapter 6: Conclusions
This research has verified that a child between the ages of three to six years’ access to
outdoor play is achieved in three main ways: Firstly, in the home environment, which
necessitates access to outdoor space directly within the home. Secondly, in the locality,
encompassing the immediate vicinity of the home neighborhood and wider community area,
and thirdly, in educational settings such as early years services, preschools, primary schools
and childminders homes.
The research has uncovered some understanding of the play practices of young
children in the outdoor environment within the Irish context. The researcher acknowledges a
need for further in depth study into children’s play practices across a variety of outdoor
environments. This new understanding of children’s play practice, alongside meaningful
consultation with young children, should form the base upon which provision strategies for
outdoor spaces are formed and implemented within government at local and national levels.
It is acknowledged that there has been a lack of cohesive provision of outdoor spaces
for children’s leisure and recreation, and that there is a need for research on this, specifically
with representation from a wider range of areas across Ireland. The failure to translate policy
development in this area, specifically the National Play Policy, as a matter of urgency for the
improvement to the lives of children and young people across Ireland may prove cause for
concern, as this relates directly to children’s access to the outdoors within their own local
areas.
The benefits of unstructured outdoor play to young children are widely and
increasingly documented within research, and are acknowledged by parents of children across
the three to six age group. As such, we must consider strategies to remove or lessen the
impact of barriers to outdoor play, in order to support children in Ireland to maximize the
potential benefits of outdoor play to them within their formative years.

46
To conclude, the area of early childhood care and education is a rapidly growing
sector with an ever increasing body of knowledge and research from across a range of interest
areas. At present, there is a paucity of literature which is specifically relevant to children’s
outdoor play within the Irish context. However, it is an growing area of interest and, as such,
relevant studies should be carried out in the area to gain further understanding of children’s
engagement in outdoor play, across a range of ages with the early childhood spectrum, and to
reduce or remove barriers to accessing this beneficial play for young children.

47
References
Centre for Early Childhood Development & Education (2005) Early Childhood in Ireland:
Evidence and Perspectives. Dublin: CECDE.
Centre for Early Childhood Development & Education (2006) Siolta: The National Quality
Framework for Early Childhood Education. Dublin: Stationary Office.
Children’s Research Centre (2013) Growing up in Ireland: Key Findings Infant Cohort at
five years: No.3 Well-being, Play and Diet among five year olds. Dublin: Trinity College.
Corbett, M. & Kernan, M. (2010) Revisiting and Rethinking provision for outdoor play in
early years services in Ireland. Child links (3) p.29-34. Dublin: Barnardos.
Department of Children and Youth Affairs (2014) Better Outcomes, Brighter Futures: The
national policy framework for children and young people 2014-2020. Dublin: Stationary
Office.
Early Childhood Ireland (2014) Active Play: Patterns and Levels of Physical Activity among
Preschool Children [Online] Available at: http://www.earlychildhoodireland.ie/quality-in-
practice/play/active-play/ [Accessed on: 12th
December 2014]
Early Childhood Ireland (2014) Encouraging Outdoor Experiences [Online] Available at:
http://www.earlychildhoodireland.ie/encouraging-outdoor-experiences/ [Accessed on: 12th
December 2014]
Early Childhood Ireland (2014) Outdoor Play [Online] Available at:
http://www.earlychildhoodireland.ie/quality-in-practice/play/outdoor-fun/ [Accessed on: 12th
December 2014]
Gallagher, O. (2014) Dissertation Research Proposal 2014. Dublin: ITB.

48
Government of Ireland (2006) Child Care (Pre-school Services) (No 2) Regulations and
Child Care (Pre-School Services) (No 2) (Amendment) Regulations. Dublin: Stationary
Office.
Irish National Teachers Organisation (2007) Physical Education in the Primary School:
Proceedings on the Consultative Conference of Education [Online] Available at:
http://www.into.ie/ROI/Publications/PhysEdinthePrimarySchool.pdf Accessed on 13th
December 2014.
Kernan, M. (2005) Developing citizenship through supervised play: the Civics Institute of
Ireland Playgrounds, 1933-75. History of Education 34(6) p.675-687.
Kernan, M. (2007) Play as a context for early learning and development: a research paper.
Dublin: National Council for Curriculum and Assessment.
Kernan, M. & Devine, D.(2010). Being Confined Within? Constructions of the Good
Childhood and Outdoor Play in Early Childhood Education and Care Settings in Ireland.
Children & Society (24) p.371-385.
Knight, S. (2009) Forest Schools and Outdoor Learning in the Early Years. London: SAGE.
Mukherji, P. & Albon, D. (2010) Research Methods in Early Childhood: An Introductory
Guide. London: SAGE Publications.
National Children’s Office (2004) Ready, Steady, Play! The National Play Policy. Dublin:
Stationary Office.
National Council for Curriculum and Assessment (2009) Aistear: The Early Childhood
Curriculum Framework. Dublin: Stationary Office.
Sandseter, E.B.H. (2011) Children’s Risky Play in Early Childhood Care and Education.
Childlinks (3) p.2-6.

49
Strauss, V. (2014) the right – and surprisingly wrong – ways to get kids to sit still in class.
The Washington Post [Online] Available at: http://www.washingtonpost.com/blogs/answer-
sheet/wp/2014/10/07/the-right-and-surprisingly-wrong-ways-to-get-kids-to-sit-still-in-class/
[Accessed on: 8th
November 2014]
The Children’s Rights Alliance (2006) From Rhetoric to Rights: Second Shadow Report to
the United Nations Committee on the Rights of the Child. Dublin: Children’s Rights Alliance.
The Children’s Rights Alliance (1997) Small Voices: Vital Rights; Submission to the United
Nations Committee on the Rights of the Child. Dublin: The Children’s Rights Alliance.
The Children’s Rights Alliance (2010) United Nations Convention on the Rights of the Child
[Online] Available at:
http://www.childrensrights.ie/sites/default/files/submissions_reports/files/UNCRCEnglish_0.
pdf [Accessed on: 3rd
December 2014]
Tovey, H. (2007) Playing Outdoors: Spaces and Places, Risk and Challenge. Berkshire:
Open University Press.
Willoughby, M. (2011) The Value of Providing for Risky Play in Early Childhood Settings.
Childlinks (3) p.7-10.

50
Appendices
Appendix 1 – Survey
A Survey of unstructured outdoor play habits
among Irish children: A Parents Perspective.
A final year dissertation research project.
Introduction
My name is Orla Gallagher. I am a final year student at the Institute of Technology
Blanchardstown, studying for a BA (Hons) in Early Childhood Care and Education. As part
of my degree, I am currently undertaking a research project in the area of unstructured
outdoor play habits in Irish children aged between 3-6 years old, from the perspective of their
parents. As part of this research, I am interested in the type of outdoor environments children
have access to, how often they access these environments and the type of play children
engage in outdoors when they are not directed by adults. I am also interested in children’s'
access to the outdoors within their educational settings, including early years services and
primary schools. As part of my research I hope to find out what parents believe to be the
benefits gained for children by taking part in outdoor play, and the barriers that they believe
exist to limit or prevent outdoor play for their children. This survey is confidential, and will
not collect any identifying information about children or their families from participants. All
data collected will be stored securely by the researcher for a period of 12 months from date of
completion of the project, and then disposed of. Access to the data in its original form will
only be afforded to the researcher and research supervisor. All research carried out is bound
by the ethical guidance of the Institute of Technology Blanchardstown. Please only proceed
with this survey if you are willing to consent to any information provided being used for the
purpose of the above outlined research project. If you have any further queries which you
would like to be addressed prior to participating in this research, please outline these and
address them to B00055043@student.itb.ie.
Do you wish to proceed and participate in this research?
o Yes, I wish to participate
o No, I do not wish to participate
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*Required
Section 1: General Questions
These questions are designed to give some context to the information provided within the
survey.
Are you a parent of one or more children aged between 3-6 years old? *
o Yes, one child aged 3-6
o Yes, two children aged 3-6
o No
o Other:
What age is your child/ are your children?
3 4 5 6 Other
Not
Applicable
Child 1
Child 2
Other
What gender is your child/are your children?
Male Female
Prefer Not to
Answer
Not Applicable
Child 1
Child 2
Other
Which option best describes the accommodation which is the child/childrens main
residence? *
o Apartment or Flat
o Terraced House
o Semi-detached House
o Detached House
o Other:

52
Please choose all which apply to describe the outdoor space in the childs home *
o Garden (enclosed)
o Garden (not enclosed)
o Balcony or Terrace
o Patio
o Driveway
o Shared Outdoor Space
o No Outdoor Space
o Other:
Which of the following best describes the area in which the children live? *
o Urban
o Suburban
o Rural
o Other:
In which part of Ireland do the children currently live? *
o Dublin
o Other Leinster
o Munster
o Connaught
o Ulster
o Other:
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*Required
Section 2: Outdoor Play Habits
This section relates to childrens use of structured outdoor play environments (playgrounds)
and unstructured outdoor play environments, natural (fields, parks and green spaces etc.) and
wild (forest, mountain, woodlands, seashore, lake etc.)
Within the following list, please choose all applicable environments that your children
have access to *
o Playground
o Parklands
o Fields
o Green Spaces
o Forest
o Mountain
o Woodlands
o Seashore
o Lakes and/or rivers
o Other:
Within what distance do you have one of the following types of environments from your
home?
Natural = fields, parks and green spaces, Wild = Forest, mountain, woodlands, etc.
Immediate
Vicinity
<5km <10km <20km 20+ km
No Access
to this
environment
Playground
Natural
Environment
Wild

54
Immediate
Vicinity
<5km <10km <20km 20+ km
No Access
to this
environment
Environment
How frequently do your children access the following types of environments?
Dail
y
Twice
Weekl
y
Weekl
y
Fortnightl
y
Monthl
y
Less
Ofte
n
No Access
to this
environmen
t
Othe
r
Playground
Natural
Environmen
t
Wild
Environmen
t
What mode of transport do you typically use to get to the following types of
environments?
Walking Cycling Car Taxi
Public
Transport
(Bus,
Luas,
Train)
Other
Playground
Natural
Environment
Wild
Environment
Approximately what amount of time do your children typically spend playing in these
environments?
<30 mins
30-60
mins
1-1.5
hours
1.5- 2
hours
2 hours +
No access to
this
environment
Playground
Natural
Environment
Wild
Environment
Which of the following types of play does your child typically spend most time engaged
in?
Where there is more than one child in the 3-6 age range, please answer in respect of the eldest
child.

55
Independent
play - playing
alone
Playing with
peers - siblings,
friends, or other
children
Playing with
adults - parent,
childminder or
other adult
No Access to
this environment
Playgrounds
Natural
Environments
Wild
Environments
In respect of the playground facility you use most, is this the closest playground to your
home? *
o Yes
o No
o Other:
Please choose which features are present in the playground facility your children use
most often *
o Slide
o Swing
o Climbing Frame
o See Saw
o Roundabout
o Rocking Horse
o Firemans Pole
o Tunnel
o Bridge
o Playhouse
o Assault Course
o Climbing Wall/net
o Zipline

56
o Water Play
o Sand Pit
o Other:
In respect of unstructured play environments (natural & wild), which features are
present which your child would typically engage in play with? *
Please select all which apply.
o Sand
o Water
o Rocks
o Climbing Trees
o Leaves/ Plants/ Flowers
o Walking
o Running
o Chasing Games
o Playing Ball Games (football, rugby, etc.)
o Playing Rope Games (skipping, etc.)
o Cycling or using other wheeled vehicles
o Other:
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*Required
Section 3: Outdoor Play in Educational Settings
These questions relate to the outdoor play environment and outdoor play practices in
childrens educational settings. Where there is more than one child in the 3-6 age range, please
answer these questions in respect of the eldest child.
Which of the following best describes your child's educational setting? *
o Full Day Care/ Creche
o Part Day Care/ Preschool
o Sessional Care/ ECCE Hours
o Infant Class in Primary School
o Home Educating
o Childminders Home
o Not Applicable
o Other:
Does your childs educational setting have facilities for outdoor play? *
o Yes
o No
o Other:
To the best of your knowledge, how often do the children access the outdoor space, if
available
o More than once daily
o Daily
o Twice Weekly
o Weekly
o Monthly

58
o Less Often
o Unsure
o Other:
To the best of your knowledge, is accessing the outdoor play space within the
educational setting dependant on favourable weather conditions, or other factors?
Please specify any other conditions that you are aware of.
o Yes
o No
o Unsure
o Other:
To the best of your knowledge, how long do children spend playing in the outdoor play
area, if this is available
Where children access the outdoor space more than once daily, please estimate total time
spent playing outdoors
o <30 mins
o 30-60 mins
o 1-1.5 hours
o 1.5-2 hours
o 2 hours +
o Unsure
o Other:
Which of the following features are present in the outdoor play area, if available?
Please choose all which apply.
o Climbing Frame
o Slide
o Swing
o See Saw
o Rocking Horse

59
o Firemans Pole
o Tunnel
o Bridge
o Play House
o Bikes/ Wheeled Vehicles
o Push/ Pull along Toys ie. buggies, carts, etc.
o Sand play
o Water play
o Plants and Flowers
o Grass Areas
o Gravel
o Woodchip/Bark
o Safety Play Surface/ Synthetic Grass
o Other:
To the best of your knowledge, which of the following behaviours ARE permitted within
the outdoor play area?
o Walking
o Running
o Climbing
o Chasing Games
o Rope Games (skipping, etc.)
o Ball Games (football, rugby, etc.)
o Rough and Tumble Play
o Other:

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*Required
Section 4: Benefits & Barriers to Outdoor Play
This section includes a series of statements relating to outdoor play. Please select the answer
closest to your belief and/or experience.
I believe that outdoor play is important for children aged 3-6 years *
1 2 3 4 5
Strongly Agree Strongly Disagree
I believe that unstructured outdoor play, which is not directed by an adult, is important
for children aged 3-6 years *
1 2 3 4 5
I believe that playgrounds provide opportunities for meaningful play among children
aged 3-6 years *
1 2 3 4 5
I believe that natural and wild outdoor environments provide opportunities for
meaningful play among children aged 3-6 years *
natural = parks, fields & green areas, wild = forests, mountains, woodlands, seashore etc.
1 2 3 4 5
I think that the level of provision of structured environments for childrens play in my
area is good (playgrounds) *
1 2 3 4 5
I think that the level of provision of unstructured environments for childrens play in my
area is good (natural & wild) *
1 2 3 4 5
I believe that it is important for children to experience risks in their play *

62
Risks include: Heights, speed, tools, elements, rough-and-tumble, no-supervision (Sandseter
2007)
1 2 3 4 5
To what extent do you feel that the following are benefits of outdoor play for children
aged 3-6 years?
To a great
extent
Somewhat Very Little Not at all Unsure
Positive
Learning
Experiences
Physical
Development
& Skills
Reduced
likelihood of
illness
Increased
attention span
General health
benefits
Decreased
hyperactivity
Ability to risk
assess
Environmental
responsibility/
Awareness of
nature
Other
To what extent do you feel that the following factors are a barrier to your childs
outdoor play?
To a great
extent
Somewhat
Very
Little
Not at all Unsure
Home location
Transport
Unfavourable weather
conditions
Time constraints
Health and safety
concerns
'Stranger Danger'

63
To a great
extent
Somewhat
Very
Little
Not at all Unsure
Need for supervision
Traffic
Land
Ownership/Trespassing
Other
If you have any other comments or feel you would like to add more detail or
information to an answer, please do so in the comment box below
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64
Introduction
Q1: Do you wish to proceed and participate in this research?
Participation No. Respondents
Yes I wish to participate 120
No, I do not wish to
participate
0
Section 1: General Questions
Q1: Are you a parent of one of more children aged between 3-6 years old?
No of Children No Respondents
Yes, one child aged
3-6
91
Yes, two children
aged 3-6
29
No 0
Other 0
120
Q2: What age is your child/are your children?
Age Child 1 Child 2 No of Children
3 Years 52 15 67
4 Years 43 4 47
5 Years 13 5 18
6 Years 8 5 13
116 29 145
Q3: What gender is your child/are your children?
Gender Child 1 Child 2 No Children
Female 58 13 71
Male 58 15 73
Prefer not to
answer
1 0 1
117 28 145
Q4: Which option best describes the accommodation which is the child/children’s main
residence?

65
Type of Accommodation No Respondents
Apartment or Flat 6
Terraced House 27
Semi Detached House 51
Detached House 34
Other 2
120
Q5: Please choose all which apply to describe the outdoor space in the child’s home
Type No Respondents
Garden (enclosed) 102
Garden (not enclosed) 26
Balcony or Terrace 7
Patio 17
Driveway 52
Shared outdoor space 13
No outdoor space 1
Other 4
Q6: Which of the following best describes the area in which the children live?
Area No Respondents
Urban 21
Suburban 70
Rural 28
Other 1
120
Q7: In which part of Ireland do the children currently live?
Part No Respondents
Dublin 68
Other Leinster 36
Munster 8
Connaught 6
Ulster 2
Other 0
120
Section 2: Outdoor Play Habits

66
Q8: Within the following list, please choose all applicable environments that your
children have access to
Environment No Respondents
Playground 114
Parklands 81
Fields 66
Green Spaces 93
Forest 54
Mountain 28
Woodlands 62
Seashore 61
Lakes and/or Rivers 41
Other 4
Q9: Within what distance do you have one of the following types of environments from
your home?
Environment No Respondents
Immediate
Vicinity
<5km <10km <20km 20km+ No
Access
No
Answer
Provided
Playground 63 51 2 4 0 0 0 120
Natural 66 47 3 2 0 0 2 120
Wild 27 50 30 5 0 5 3 120
Total No 156 148 35 11 0 5 5
Q10: How frequently do your children access the following types of environments?
Environmen
t
No
Respondent
s
Dail
y
Twice
Weekl
y
Weekl
y
Fortnightl
y
Monthl
y
Less
Often
No
Access
Other No
Answe
r
Playground 16 35 48 13 2 4 0 2 0 120
Natural 48 19 32 10 7 3 0 1 0 120
Wild 9 16 30 12 15 19 6 2 11 120
Total No 73 70 110 35 24 26 6 5 11

67
Q11: What mode of transport do you typically use to get to the following types of
environments?
Environment
Walking Cycling Car Taxi Public
Transport
Other No
Answer
No
Respondents
Playground 60 3 56 0 0 1 0 120
Natural 54 5 56 0 1 1 3 120
Wild 21 2 85 0 1 2 9 120
Total No. 105 10 197 0 2 4 12
Q12: Approximately what amount of time do your children typically spend playing in
these environments?
<30
mins
30-60
mins
1-1.5
hours
1.5-2
hours
2+
hours
No
Access
No
Answer
No.
Respondents
Playground 17 73 22 7 1 0 0 120
Natural 6 36 45 19 11 0 3 120
Wild 9 18 35 21 21 5 11 120
Total No 32 127 102 47 33 5 14
Q13: Which types of play does your child typically spend most time engaged in?
Independent With
Peers
With
Adults
No
Access
No
Answer
Provided
No
Respondents
Playground 33 74 11 0 2 120
Natural 16 71 29 0 4 120
Wild 11 54 43 4 8 120
Total No
Resondents
60 199 83 4 14
Q14: In respect of the playground facility you use most, is this the closest playground to
your home?

68
No Respondents
Yes 87
No 32
Other 1
120
Q15: Please choose which features are present in the playground facility your children
use most often?
No Respondents
Slide 115
Swing 95
Climbing Frame 108
See Saw 67
Roundabout 60
Rocking Horse 62
Firemans Pole 67
Tunnel 45
Bridge 75
Playhouse 49
Assault Course 8
Climbing Wall/Net 54
Zipline 27
Water Play 7
Sand Pit 20
Other 5
Q16: In respect of unstructured play environments (natural & wild); which features are
present which your child would typically engage in play with?
No Respondents

69
Sand 56
Water 73
Rocks 74
Climbing Trees 59
Leaves/Plants/Flowers 81
Walking 94
Running 106
Chasing Games 70
Playing Ball Games 50
Playing Rope Games 5
Cycling or using other Wheeled Vehicles 57
Mud & Digging 3
Other 5
Section 3: Outdoor Play in Educational Settings
Q17: Which of the following best describes your child’s educational setting?
No Respondents
Full Day Care Crèche 10
Part Day Care Preschool 24
Sessional Care ECCE hrs 35
Infant Class in Primary
School
27
Home Educating 7
Childminders Home 7
Not Applicable 5
Other 5
120
Q18: Does your child’s educational setting have facilities for outdoor play?
No Respondents
Yes 109
No 1
Other 2
Not Applicable 8
120
Q19: To the best of your knowledge, how often do the children access the outdoor space,
if available?

A Survey Of Unstructured Outdoor Play Habits Among Irish Children A Parents Perspective

A Survey Of Unstructured Outdoor Play Habits Among Irish Children A Parents Perspective

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