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Written by Clare Caro Schemas in Children's Play are such an important concept when it comes to the development of our children that it's worth taking the time to understand them so you can facilitate them when you see them. Well it's really a fancy word for the What are these schemas?

Welcome to part one of my six part series exploring the new Kindergarten Program 2016! This part will be focusing on an overview of the program document as well as a short exploration of what play based inquiry learning means. Part 1 of this six part series might be review for some and it might be new learning for others.

I recently went to Rochester, NY to attend a conference at the Strong National Museum of Play entitled, Playful Encounters with the Reggio Emilia Approach. Keynote speakers included Lella Gandini (United States Liaison for the Dissemination of the Reggio Emilia Approach to Early Childhood Education and coauthor of Hundred Languages of Children) and Ben Mardell (Project Director of the Pedagogy of Play, Project Zero, Harvard Graduate School of Education).

Claire Warden is the founder of Scotlands first Nature Kindergarten. She leads on the debate of Outdoor Play and Outdoor Learning. She is an inpirational keynote speaker in the field of early years childhood education. Passionate about outdoor learning, forest school and nature kindergarten forms of provision.

Claire Warden is the founder of Scotlands first Nature Kindergarten. She leads on the debate of Outdoor Play and Outdoor Learning. She is an inpirational keynote speaker in the field of early years childhood education. Passionate about outdoor learning, forest school and nature kindergarten forms of provision.

I certainly don't mean to. I visit different centres, and sometimes this means entering the spaces of infants and young toddlers. When I walk into a nursery, I sense a shift in the atmosphere. There is a stranger in the room. A 5 ft 11" giant.

Is there a shift in the wind? Are teachers and parents finally fed up? Could the interest in my book on Choice Time indicate a return to joyful, age-appropriate, explorative learning? There appears to be a genuine interest in moving towards inquiry-based, rather than test-driven, instruction.

Building a movement in which every child has the right to meaningful outdoor experiences that invite them to play, learn, and explore their place in nature every day.

Children who spend more time in less structured activities-from playing outside to reading books to visiting the zoo-are better able to set their own goals and take actions to meet those goals without prodding from adults, according to a new study by the University of Colorado Boulder.