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Özbey and köyceğiz 2019 adds that the lack of support

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Özbey and Köyceğiz, (2019) adds that the lack of support and encouragement make the child tobecome deter in their way of thinking and problem solving. Supportively, the engagement and
participation lead the young children to shoddy adult life and may put them in a risk of depression,hyperactivity, boredom, stress and mental illness (Whalen, et al., 2021). The effect of mental illnesswould may lead the children to lack of attention, creativity and good learning ability.During the recent day, change has occurred that have drastically shift the children life to indooractivities leading to mental and health issues (Fullan et al., 2017). The government of Ireland hasreported health and mental risks due to lack of precaution on the need to change (Tyrovolas et al.,2018). However,Goldenfeld at al., 2018 thinks thatthe generation life has never known the balancebetween the green life and the computer life.Ebbeck et al., 2019 also reasons that when childrenbecome technologically engrossed and equipped, they tend to loss the means and connection to theenvironment. As a solution,Harris, et al., (2019) thinksthe need of technology in education wouldcreate mindful and purposefulness if balanced with nature play. To reverse the negative trendchildren should be helped to develop the intrinsic love for outdoor play that help in the provision ofopportunity for self-direction, decision making,self-motivation and engagement (Rietmulder,2019).McCreeet al., (2018) reason that the educator provides choice and provision of space for self-led labor to help in playing a great role in value addition to increase the potential of the child.McCormick, (2017) thinks thatteaching of the young one through outdoor play increased their healthand wellbeing and help them in building their connection with nature, community, and neighbors.2.4. Educators view of outdoor playIn the general recognition of outdoor value, research have shifted focus to educators’ role to creatingearly childhood education that enhance positive environmental value and attitude. Apparently, theschool playground has been identified as the most suitable place to foster engagement learning(Kuoet al., 2019). Researchers think that outdoor planning is less structured than the indoor planning(Parrish et al., 2021); however,Hornby and Blackwell (2018) thinks thatworry is posted sinceeducator put little effort in planning for the outdoor plays. Subsequently,Hedlin et al, (2019) suggestthateducators pose little conversation regarding outdoor activities.Briggs and Hawkins (2020) alsoposes thatduring the outdoor games, this is the time for teachers to ensure that children are safeand not exposed to any harm.Knauf, (2019) supports thatthe types of school space and theeducator experience depicts the experience that individual get from the surrounding environment.

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Term
Spring
Professor
JOHN IRERI

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