2. P L AY N O T E S
This Playnotes suggests the kinds of outdoor what they have produced, and the adult plays a
experiences that can be offered to support vital role in talking with children about the marks
children’s progress in mark-making to ensure that they have made. Such shared discussion is one
these skills are developed alongside the skills element of developing closer relationships with
needed for speaking, listening, and reading. children, and helping them to feel secure and
Experienced practitioners recognise that the confident in their mark-making, fostering a more
confident use of spoken language is a vital positive attitude to future writing experiences.
precursor to children’s later success at writing and
mark-making. Therefore babies and young
children need rich and inspiring opportunities for
using language to convey their thoughts and
ideas. The Early Years Outdoors Playnotes:
Supporting Communication and Language through
Outdoor Play (May 2005) provides a wealth of
ideas for Early Years practitioners wishing to reflect
further on this aspect of their provision.
Mark-making is a key element in the development
of children as competent learners and confident
individuals.
Physical development
Gaining control and co-ordination of both large
and small muscle movements is a pre-requisite to
the development of mark-making skills. Providing
safe outdoor experiences can challenge and
support the development of these movements.
“The outdoors can provide a scale and freedom for
a type of play that is difficult to replicate indoors,
for example opportunities to dig a garden, explore
woodland, run on the grass, roll down a grassy
slope or pedal a car across a hard surface”
(Curriculum Framework for children 3 to 5,
Scottish Consultative Council on the Curriculum,
page 36).
Children can develop fine motor skills using
brushes and art equipment outdoors as well as in,
and other outdoor activities can support their
development. It is interesting to note that the As well as making marks, the outdoors provides
early learning goals (in England) for handwriting more opportunities for children to start
(within communication language and literacy) understanding the way that the adult world uses
and for using tools and materials (within physical marks to convey meaning. Signs around the
development) both originate with identical grounds should use both pictures and words, and
stepping stones for the very youngest children: be referred to by staff when talking with children.
● engage in activities requiring
hand-eye coordination Creative and aesthetic development
● use one-handed tools and equipment. Outdoor mark-making provides opportunities for
Outdoor use of tools could include gardening greater scale – and mess! Children can use paints,
tools as well as technology tools. When planting chalks, water and other materials to explore
gardens, children could be shown how to make colours and express ideas and feelings.
marks in the soil with trowels, and then sow seeds Photographs of the children’s work can create a
in the mini-furrows created. permanent record of ephemeral outdoor artistic
marks.
Communication As well as these key areas, mark-making helps
The outdoors can provide opportunities for play develop skills that will be vital in all areas of
and practical support to develop children’s learning.
abilities to respond to the world with marks and
symbols. Providing easy access to ‘tool boxes’ Review the existing provision in your
containing mark-making materials, for use setting to see whether you offer the
throughout the indoor and outdoor areas, allows following types of experiences to support
children free expression. From even early attempts the development of mark-making skills in
at making marks, children ascribe meanings to babies and young children.
M A R K M A K I N G M AT T E R S
LEARNING THROUGH LANDSCAPES – www.ltl.org.uk
3. P L AY N O T E S
Babies and Children under 3
Is your outdoor space a print
rich environment?
Can babies and toddlers see signs
and symbols outdoors that have
meaning to them? For example:
words and pictures on the area
where their buggies are parked, or
where their sand toys are stored.
Does the outdoor environment
provide a place for developing
control over large and small
body movements?
Can babies and toddlers move
energetically and freely? Can they
climb, crawl, run and balance?
Do they have opportunities to pour,
fill and empty containers?
Do staff talk to babies and toddlers about
the marks they see?
Do they notice the signs and symbols that babies
and toddlers see around them and talk to them
about their meaning?
Do the resources offered outdoors include
books, pictures and alphabet letters?
Is there a place outdoors where babies and
toddlers can share books and talk with interested
adults about the pictures and their meanings?
Do children have a chance to become familiar with
alphabet shapes? For example: through exploring
and playing with magnetic, wooden or foam
letters.
Do babies and toddlers have opportunities
to create marks outdoors?
Can they experiment by pouring water and
making puddles; by pressing tools and shapes into
earth and sand to make imprints; by painting water
on walls or tarmac, or by making prints of their
hands or feet in paint or damp sand? Are staff
providing shallow trays of cornflour ‘gloop’ for
babies and toddlers to enjoy and experience a
sensory mark- making activity?
Do staff show babies and toddlers that their mark
making attempts are recognised and valued?
M A R K M A K I N G M AT T E R S
LEARNING THROUGH LANDSCAPES – 01962 845811
4. P L AY N O T E S
Children over 3
Depending on children’s stage of development, many of the activities and experiences offered to
under- threes are equally relevant to older children. However, by offering the following types of activities
and experiences, staff can provide further challenge and effective support to children’s progress.
Do children have chances
to make large body
movements?
Does the outdoor space offer
opportunities for dancing,
twirling ribbons on sticks, or sky
writing? Can children practise
and refine their control over their
upper body? Can they make
anticlockwise movements, and
retrace vertical lines in the air and
on the ground?
Are there opportunities for
children to develop upper
body strength?
Can they climb, swing and hang?
Can they hold on tightly and feel
their own body weight?
Do children have
opportunities to see an
environment rich in
symbols, text and pictures
and create their own
meaningful writing,
drawing and signs?
Does the outdoor
space include word
and picture labels?
M A R K M A K I N G M AT T E R S
GROUNDS FOR LEARNING – 01786 445922
5. P L AY N O T E S
Does it offer children imaginative play Is the outdoor environment resourced with
scenarios that include symbols and mark mark making equipment?
making opportunities? Can children access chalks, paints, crayons, felt
These might tips etc?
be labels for a
special area of
the garden; a
café with
menus and
order pads; a
post office or
post box with
letters and
stamps; or a
mechanics
workshop
with
clipboards
and invoice
books.
Can children create their own signs outdoors?
Does the outdoor environment offer
children opportunities for large scale
drawing and painting activities –both
vertically and on the ground?
Is there a
designated
area for mark- Do staff encourage children to
making take advantage of natural
activities, resources for mark making?
for example Can children use stick and twigs to
a whiteboard make marks in mud and snow, or use
or chalk feathers in sand?
board, or a
specific area
of the
outdoors?
Do children have access to books
outdoors?
Why not include books that have
mark-making as key theme to
encourage and inspire children’s own
efforts.
In a recent edition of Early Years
Educator (Volume 7 No.7 November
2005), Helen Bromley reviewed four
books that encourage children to value
and enjoy their mark-making
attempts.
See the reference section for further information.
M A R K M A K I N G M AT T E R S
GROUNDS FOR LEARNING – www.gflscotland.org.uk
6. P L AY N O T E S
Children over 3
Does the outdoors offer children
experiences to develop control and co- Picture Case Study
ordination over small muscle movements?
Can children A selection of chubby chalks inspired a child at
weave from left Sticky Fingers Day Nursery to draw a detailed
to right, or trace figure drawing on the tarmac area.
patterns in sand,
or pour water
from one
container to
another?
Outdoors offers exciting opportunities for
providing children with all the elements of
play and learning that, when combined,
will ensure that they have the physical
control and dexterity, and confident
language skills to become successful
communicators through mark-making.
Further reading Acknowledgments
Guidance on the Development of early The Dot, Peter Reynolds, Thank you to the following settings for
writing in Reception Classes . DfES, 2001. Walker Books ISBN 07449345X. the pictures provided:
For further information for this age group. Gregory and the Magic Line, Bertie’s Playgroup, Glebe House Day
Although it has little mention of the Dawn Piggott, Nursery, Clyde Early Excellence Centre,
outdoor environment it provides useful Dolphin Paperbacks ISBN 1842552783. Glebe House Day Nursery,
background reading. Available online at Dorking Nursery School, Ethelred Nursery
Angel Pavement, Quentin Blake,
www.dfes.gov.uk/achievingsuccess School, Highways at Hamstreet
Random House ISBN 0099451549.
Kindergarten, Mongeham Primary School,
Early Years Outdoors Playnotes: Supporting
The Shape Game, Anthony Browne, White Oaks Preschool, Sticky Fingers Day
Communication and Language through
Picture Corgi ISBN 0552546968. Nursery, Pipsqueaks Day Nursery.
Outdoor Play (May 2005).
M A R K M A K I N G M AT T E R S
GROUNDS FOR LEARNING – 01786 445922
