Portafolio de English 1 Carvajal Dayana English 1 | Page 24

ENGLISH 1
September 2019
– February 2020
As one of the most important places for children to socialize, play area design offers endless
possibilities when it comes to engaging young people both physically and mentally. A diverse
outside space with equipment for all abilities will encourage even kids who are less physically
inclined to participate with their peers in exercise. Having accessible equipment for children
with special education needs provides equal opportunities for everyone to get involved, and sets
a shining example to students by teaching a lifelong lesson in inclusivity. Problem-solving
activities can be a fun yet challenging way to ensure children stay mentally active when they’re
on their breaks - floor puzzles and other learning equipment that can be put away in storage can
be utilized to make the most of outdoor play areas. Mitchell (2017)
When combined, physical and mental stimulation can see playgrounds transformed from empty
outside spaces into areas where children can develop key social, emotional and physical skills
that will help serve them well in later life. Mitchell (2017)
Modern experts advise the parents to allow their wards or kids to learn more outside the
classroom. Here, we should make note that “learning outside” is a broad term with no definite
boundary. Outdoor play, environmental education, adventure, and recreational activities are
some of the few examples to mention here. Learning outside is more motivating, realistic, and
makes a significant impact on the students. Even the students, who struggle to learn the
concepts inside the classroom teaching, would learn easily through out-of-classroom learning.
Thomas (2017)
Types of Recreation:

Recreational practices should be organized in the form of a recreational-
pedagogical project that explains a beginning and an end to the achievements to
be achieved.

Like any pedagogical project, the guidelines must be oriented towards the
fulfillment of the institutional mission and the development of skills in students.

The recreational-pedagogical project should provide spaces to joint planning of
the activities and assumption of responsibilities, for the dialogue between the
purposes institutional and personal purposes for the sharing of the reasons
assigned by the participants to the recreational activity.

As a product of the planning, it is very probable that the weight of the
responsibility on the tasks depends on the policies of the reenactor or the
teacher, but in the course of the process and as a product of the process itself, the
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Dayana Estefanía Carvajal Álvarez