"Let's go outside" is where I began: I became intrigued by how often I saw evidence ofchildren's enthusiasm for the outdoors when I visited centres as a supervisor of earlychildhood teacher trainees on practicum. Having discovered how little research therewas into young children's outdoor play, I wanted to investigate this topic, particularlybecause I suspected that what we do in New Zealand is very different from the outdoorplay described in overseas research reports, where the typical scenario is a brief outdoorrecess.The belief that outdoor play contributes to young children's development dates back toRousseau (1712-1778) and Froebel (1782-1852) and the tradition continued in earlykindergartens in the United States (Frost and Wortham, 1988), English nursery schools(Straw, 1990), and also within the New Zealand kindergarten movement (May, 1997).Over time, however, the commitment to outdoor play has been challenged by otherpressures - increasing urbanisation with a concomitant reduction in access to theoutdoors; increasingly academic programme orientation (Frost, 1992); supervision andsafety concerns (Bilton, 1993; Frost and Wortham, 1988); and even staff reluctance(Bilton, 1993; Stine, 1997).
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机译：我开始说“让我们走出去”：当我作为幼儿教师实习生的主管访问中心时，我经常看到儿童对户外活动热情的证据，这让我很感兴趣。在发现很少有关于幼儿户外游戏的研究之后，我想调查这个话题，特别是因为我怀疑我们在新西兰所做的与海外研究报告中描述的户外游戏有很大不同，后者的典型情况是短暂的户外活动。人们认为户外游戏有助于幼儿的发展可以追溯到卢梭（1712-1778）和弗洛贝尔（1782-1852），这一传统在美国早期的幼儿园继续存在（Frost and Wortham，1988），英语托儿所（Straw，1990）但是，随着时间的流逝，户外活动的承诺也受到了其他压力的挑战-城市化进程的加快，户外活动的减少。越来越注重学术课程（Frost，1992）；监督和安全问题（Bilton，1993； Frost and Wortham，1988）；甚至员工不情愿（Bilton，1993； Stine，1997）。
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