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From fun arts-and-crafts projects to festive outings, this big list of autumn activities has something for kids of all ages.

Autumn lovers, rejoice! Your favorite season is finally here (along with bajillions of fall activities that accompany it). As the weather gets cooler and the leaves begin to change color, it's time to start thinking about how you can help kids of all ages get outdoors and take advantage of everything this amazing season has to offer.

From fun arts-and-crafts projects to festive outings, this list of 101 fall activities for kids has something for everyone!

1. Visit an apple orchard.

2. Build a scarecrow stuffed with newspaper.

3. Make a classic apple crisp.

4. Have an apple cider "tea" party.

5. Bake apple chips.

6. Make super-easy crafts - using only three supplies or less.

7. Paint wooden crafts.

8. Make handprint leaves.

9. Create leaf rubbings.

Image via The Child Is The Curriculum/Instagram

1. Read some of these autumn-themed children's books.

2. Make popcorn balls.

3. Stuff leaves into bags and decorate them like pumpkins.

4. Take a hayride.

5. Decorate stationery with homemade leaf stamps.

6. Play "I Spy" during a nature walk.

7. Collect and identify leaves.

8. Learn about Dia de los Muertos and make papel picado.

9. Get lost in a corn maze.

Image via Edmonton Corn Maze/Instagram

1. Press leaves into a photo album.

2. Check out a haunted house.

3. Gather twigs, seedlings and fall leaves and make nature crafts.

4. Enter your decorated pumpkin into a local contest, or have your own contest!

5. Visit a pick-your-own pumpkin patch.

6. Create a holiday centerpiece out of gourds.

7. Toast the pumpkin seeds from your carved pumpkin.

8. Make acorn people.

Image via Cute Craft Ideas 1000/Instagram

1. Decorate pumpkins with paint, markers or stickers.

2. Have a backyard pumpkin-carving party.

3. Roll down hills and listen to crunching leaves beneath you.

4. Bake a batch of pumpkin chocolate chip cookies.

5. Make no-bake pumpkin bars.

6. Make pumpkin ice cream.

7. Take a family bike ride.

8. Decorate your yard with hay bales.

9. Make squirrels out of toilet paper tubes.

1. Coordinate family Halloween costumes.

2. Arrange artificial autumnal flowers in festive pots.

3. Throw a Halloween party.

4. Iron leaves between two sheets of waxed paper and hang them in the window.

5. Have a Halloween-themed movie marathon.

6. Go on a color walk, gathering outside "treasures" in yellow, orange, red and brown.

7. Have a neighborhood costume parade.

8. Make a kid-friendly pumpkin spice latte (sans coffee).

9. Attend a local football game.

10. Play Pin the Nose on the Pumpkin, a festive version of Pin the Tail on the Donkey.

1. Host a make-your-own-pizza party.

2. Make a Halloween gingerbread house.

3. Decorate trick-or-treating bags with spooky faces.

4. Dress each other up as toilet paper mummies.

5. Play Left Center Right with leftover Halloween candy.

6. Play your own game of flag football in the yard.

7. Use white tissues, a black marker and rubber bands to make miniature ghosts.

8. Make caramel apples (and add sprinkles!)

1. Play hide-and-seek with glow sticks.

2. Set up a fire pit.

3. Make s'mores outside.

4. Play Ghost in the Graveyard.

5. Host a fall- or Halloween-themed scavenger hunt.

6. Make Crock-Pot or Instant Pot applesauce.

Image via Jac Crafts/Instagram

1. Have an at-home spa day and make a DIY pumpkin face mask.

2. Make apples out of pipe cleaners.

3. Make a leaf mobile.

4. Visit an arboretum.

5. Play board games.

6. Make chicken soup.

7. Put all of your children's seasonal crafts into a memory book.

8. Use tissue paper to create "stained glass" windows in fall shapes.

9. Jump into a leaf pile.

1. Play on straw bales.

2. Attend a local harvest festival.

3. Visit a farm.

4. Create a paper plate apple.

5. Read these children's books on the harvest and Thanksgiving.

6. Bake a seasonal berry crisp.

7. Take a thermos of hot chocolate on an early-morning hike.

8. Make owls out of brown paper lunch bags.

Image via Catherine Stiny/Instagram

1. Attend a parade.

2. Plant spring bulbs.

3. Make owls out of toilet paper rolls.

4. Schedule an outdoor family photo shoot.

5. Go stargazing.

6. Make stamps out of wine corks.

7. Draw a tree trunk and use your wine cork stamps to paint leaves.

8. Make a classic handprint turkey.

Image via Amber Unger/Instagram

1. Build a leaf fort.

2. Make spider decorations using black construction paper and googly eyes.

3. Tell stories by the fireplace.

4. Trace a tree pattern by placing a piece of paper on the trunk and rubbing a colored pencil over it.

5. Use pumpkin-shaped cookie cutters to make festive gelatin.

6. Plant an indoor herb garden.

7. Have an apple taste-test.

8. Create pinecone birds using craft feathers and googly eyes.

9. Take a drive to view the colorful foliage.

1. Collect pine cones to decorate a mantle or tabletop.

2. Make Rice Krispies treats with pumpkin puree.

3. Make an apple stamp.

4. String popcorn and cranberries into garlands for decorating.

5. Stop at roadside farm stands to sample local fare.

6. Make personalized Thanksgiving place mats for your whole family.

7. Create a thankfulness tree for your dining room and fill each leaf with something you feel grateful for.

8. Visit a park and bring along a tree or bird guidebook.

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Autumn lovers, rejoice! Your favorite season is finally here (along with bajillions of fall activities that accompany it). As the weather gets cooler and the leaves begin to change color, it's time to start thinking about how you can help kids of all ages get outdoors and take advantage of everything this amazing season has to offer.

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The Power of Play - How Fun and Games Help Children Thrive

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The Power of Play - How Fun and Games Help Children Thrive

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​By: Michael Yogman, MD, FAAP

More than just a chance to have fun, play is serious business when it comes to a child's health and development. From peek-a-boo to pat-a-cake and hide-and-seek to hopscotch, the many forms of play enrich a child's brain, body and life in important ways.

The American Academy of Pediatrics (AAP) clinical report, The Power of Play: A Pediatric Role in Enhancing Development in Young Children, explains how and why playing with both parents and peers is key to building thriving brains, bodies and social bonds―all important in today's world. Research shows play can improve children's abilities to plan, organize, get along with others and regulate emotions. In addition, play helps with language, math and social skills, and even helps children cope with stress.

A prescription for play

Despite its many benefits, statistics show that the amount of time children get to play has been declining for decades. Tightly structured family and school schedules, fewer safe places to play and rising media use and screen time are among the reasons. To help keep play a key part of childhood, pediatricians may begin writing a "prescription for play" at every well-child visit through age 2. Pediatricians also advise parents to look for quality child care or preschool programs that include playful approaches to learning.

Age-specific ideas for playful learning

Learning is best fueled by tapping into a child's natural urge to play, rather than just outside factors like test scores. As they actively engage with and joyfully discover their world, children gain 21st century skills that increasingly call for teamwork and innovation.

The AAP encourages parents to use play to help meet their child's health and developmental milestones, beginning from birth. Some examples of ways to do this:

Birth to 6 months old

Playful learning can start with a baby's first smile. Responding with a smile of your own is a form of play that also teaches a baby a critical social-emotional skill:"You can get my attention and a smile from me anytime you want―just by smiling yourself."

Imitate your baby's coos and babbles and have back-and-forth "conversation" using your baby's sounds as a prompt. This sort of vocal turn-taking forms the basis of social language skills.

Show your baby interesting objects such as a brightly colored toy. Let them bring safe objects to their mouth to explore and experience new textures.

Place your baby in different positions so they can see the world from different angles. Supervised tummy time play is great for this.

7 to 12 months old

Make sure your baby has a safe environment to crawl and explore.

Give your baby opportunities to learn that their actions have effects -for example, when they drop a toy and it falls to the ground. Put a few toys within reach of your baby so they can take toys out and play with them.

Use a mirror to show your baby their different facial expressions.

Play peek-a-boo. This reinforces object permanence, the idea that something still exists even if you can see it. You'll know your baby gets the idea if you hide a toy under a blanket and they go looking for it.

Expose your baby to a variety of sensory experiences. Taking them outside to play on the grass or catch bubbles, for example, is a great way to do this.

1 to 3 years old

When choosing child care and preschools,look for those that include unstructured playtime. Playful learning, where children take the lead and follow their own curiosity, should be the main focus of high-quality early childhood education.

Let your child play with blocks, empty containers, wooden spoons, shape sorters and puzzles. Simple and inexpensive objects are some of the best ways to support a child's creativity and grasp of how the world works. Remember, it is parents and caregivers' presence and attention that enriches children―not fancy electronic gadgets.

Give your child opportunities to play with peers. This is a good age to try a parent-supervised playdate.

Help your child explore her body through different movements -for example, walking, jumping and standing on one leg.

Provide opportunities for make-believe play -for example, pretending to drink out of an empty cup or offering toys that enable pretend play.

Read regularly to and with your child. Encourage pretend play based on these stories. Ask your child to tell you what else might happen in the story.

4 to 6 years old

Provide opportunities for your child to sing, dance and draw. Activities that involve music and art support cognitive, social-emotional and multisensory skills.

Tell stories to your child and ask questions about what they remember.

Give your child time and space to act out imaginary scenes, roles and activities. You can provide dress-up clothes and props, but allow play to be unstructured. Remember that some boredom allows for creativity.

Allow your child to move between make-believe games and reality -for example, playing house and helping you with chores.

Schedule time for your child to interact with friends to practice socializing and building friendships. This are great opportunities to encourage sharing and cooperative play.

Encourage your child to try a variety of movements in a safe environment-for example, hopping, swinging, climbing and doing somersaults.

Balance media use and screen time to with "real world" activities. Age-appropriate media can have benefits for older children, especially if you watch and play with them. But real-time social interactions and play are much better for children than digital media for learning. Create a family media plan to set some ground rules such as no media at the dinner table or in the bedroom.

Encourage your child's school to offer recess and playful learning approaches in addition to more structured learning activities like reading, memorization and worksheets.

Play as a toxic stress buster

In addition to boosting a child's health and development, play helps to build the safe, stable and nurturing relationships that buffer against toxic stress and build social-emotional resilience. The mutual joy and one-on-one interaction that happens during play can manage the body's stress response. In one study, 3- to 4-year-old children, anxious about entering preschool, were two times more likely to feel less stressed when allowed to play for 15 minutes, compared to classmates who listened to a story.

Remember

Giving your child plenty of opportunities to play is one of the best ways to help them grow into curious, creative, healthy, and happy adults equipped with the skills they need today. Next time your child asks to play with you, jump at the opportunity! Share the joy of discovery as you connect with each other and the world around you.

More information

About Dr. Yogmamn

Michael Yogman, MD, FAAP, is past Chair of the American Academy of Pediatrics (AAP) Committee on Psychosocial Aspects of Child and Family Health. In addition to " The Power of Play," Dr. Yogman has authored AAP policy statements on toxic stress, resilience, addressing early childhood behavioral problems and other topics. He recently retired from practice and continues to teach, write and do research as Assistant Professor of Pediatrics at Harvard Medical School. He is also on the Leadership Council of the Center on Universal Education at the Brookings Institute and Board Chair of the Playful Learning Landscapes Action Network. Previously, he has served as Board Chair of the Boston Childrens Museum and a legislative appointee to the Massachusetts Advisory Board on Child Mental Health. Dr. Yogman received his medical degree from Yale University and a master's in Maternal and Child Health from Harvard School of Public Health.

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play; playtime; development; play to learn; prescription to play; physical coordination; physical activity; social skills; coping mechanisms; pretend; learning; well-being; anxiety; thrive; thriving; friendships; social interactions

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The Power of Play: How Fun and Games Help Children Thrive

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The AAP encourages parents to use play to help meet their child's health and developmental milestones, beginning from birth. Here are some age-specific examples of ways to do this.

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Teaching Physical Literacy Through Active Games

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Teaching Physical Literacy Through Active Games

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Physical Literacy Through Active Games - YMCA.pdf

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Active Play: Simple Games and Activity Ideas

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Active Play: Simple Games and Activity Ideas

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Suggested Activities for Grade school Children (5-12 years)

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Suggested Activities for Grade school Children (5-12 years)

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An Hour a Day - Suggested Activities_5-12_years

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Suggested Activities for Preschoolers (3 - 5 years)

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Suggested Activities for Preschoolers (3 - 5 years)

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An Hour a Day - Suggested Activities_3-5_years

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Suggested Activities for Toddlers (1-3 years)

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Suggested Activities for Toddlers (1-3 years)

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An Hour a Day - Suggested Activities_1-3_years

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Little Renegades Mindful Kids Cards - Daytime Affirmation and Mindfulness for Kids

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Buy Little Renegades Mindful Kids Cards - Daytime Affirmation and Mindfulness for Kids: Flash Cards - Amazon.com ✓ FREE DELIVERY possible on eligible purchases

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Price: CA $21.99

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50 Mindfulness Activities for Kindness, Focus and Calm

Introducing Mindful Kids, the one-of-a-kind mindfulness activity deck for kids age 4 to 104! Make any moment mindful from morning to night with 5 categories of cards, designed to fit into each part of the day. Whimsical full-color illustrations on both sides of the cards provide easy-to-follow steps for each practice. The cards and 8-page instructional booklet include tips for children of a wide range of abilities, making this deck an inclusive tool for nurturing inner peace and strength.

Awards & Accolades

Parents' Favorite Products Award, Tillywig Toy & Media Awards, 2017

Hot off the Press anticipated bestsellers, Children's Book Council, 2017

The Big List of Mindfulness Books for Kids, Imagination Soup, 2017

(Even More) Must Read Picture Books from 2017, Imagination Soup, 2017

Meaningful Ways to Help Kids with Anxiety, Imagination Soup, 2017

Mindfulness for Kids list, bambino goodies, 2018

My Top 20 Books About and For Kids Yoga, Always Be Dancing, 2017

15 Best Meditation Books: Helpful Resources For Learning and Practicing Meditation, Choosing Therapy, 2020

"Though geared towards children, the playful visualizations and exercises are powerful, life-changing tools that open pathways to inner strength and peace from which many an adult will benefit" - Tillywig Toy & Media Awards

"I fell in love with illustrator Mina Braun's adorable drawings and appreciated their fostering of diversity. It is so important to show that every child will be able to access the mindful activities on these cards" - Always Be Dancing

"The card format makes it easy to do the games and meditations with a child or classroom in small chunks of just a few minutes at a time" - Youth Services Book Review

About the Contributors

Whitney Stewart puts her heart, mind and feet into her work. She has trekked in a Himalayan snowstorm with Sir Edmund Hillary, climbed to remote Buddhist monasteries in Tibet, interviewed the Dalai Lama in India and sat for days in meditation retreats. She is the author of many travel articles, and of both fiction and nonfiction for children. When she is not writing or traveling, she teaches mindfulness and meditation to children and adults.

Mina Braun is an illustrator and printmaker from Germany. She now lives in Berlin, after studying at Edinburgh College of Art and working in bonny Scotland for more than a decade. All her work starts with a black line drawing, which then evolves into a screen print or digital image.

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Mindful Kids | Ages 4+ | Card Deck | Barefoot Books

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50 Mindfulness Activities for Kindness, Focus and Calm Introducing Mindful Kids, the one-of-a-kind mindfulness activity deck for kids age 4 to 104! Make any moment mindful from morning to night with 5 categories of cards, designed to fit into each part of the day.

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Physical Literacy Builds a Great Foundation for Sporting Success!

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Physical Literacy Builds a Great Foundation for Sporting Success!

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Early Years Physical Literacy -Planning Manual For Child Care Centres

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Early Years Physical Literacy -Planning Manual For Child Care Centres

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Early Years Physical Literacy Planning Manual.pdf

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Apple Seeds - Introduction to Physical Literacy Program.pdf

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How to Dress for Winter Outdoor Play.pdf

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Dressing for Spring Outdoor Play - York.pdf

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Playgroup SA (South Australia ) - Benefits of Mud Play

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Playgroup SA (South Australia ) - Benefits of Mud Play

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Community Playthings - Mud, Marvelous Mud!

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Community Playthings - Mud, Marvelous Mud!

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Location is key. Read these tips.

The housekeeping area of the classroom is a staple in most early childhood programs and thoroughly enjoyed by young children. Providing children a mud kitchen enables children to participate in this familiar play but with the enriched benefit of being outdoors. Children who may not want to get "thoroughly muddy" may be drawn to the mud kitchen as their first foray into mud play. Adults often find a mud kitchen a more easily manageable form of mud play for children. By gathering some basic materials and taking a few simple steps you can easily put together a mud kitchen.
Setting up your Mud Kitchen
In real estate people often say "location, location, location." This is true when planning for your mud kitchen as well. You will probably want to locate your mud kitchen away from play structures or high traffic areas in your outdoor space. This will allow children to engage in the mud kitchen without having their play interrupted. Choose an area that has an ample supply of dirt and water for your mud kitchen. Having access to different kinds of dirt or sand allows children to create different kinds of mud, providing different opportunities for play. Adding pebbles, stones, and other natural materials allows children endless possibilities to use their imagination as they play in the mud kitchen.

Including vertical surfaces such as walls, fences, or trellises creates definition for the space, and provides a homey, kitchen-like feel to the area. Vertical surfaces also provide the opportunity to hang pots or utensils. Children will also need large horizontal surfaces on which to work. Horizontal surfaces should be large enough to accommodate several children at a time. It may be helpful to design different kitchen heights for toddlers and older children so that all children can work comfortably in the mud kitchen.

Providing shelving allows for easy storage of equipment like, pans, bowls, and utensils and also makes the area feel more kitchen-like. Provide old pots, baking pans, bowls, and utensils for children to use in the mud kitchen. Provide shakers for children to fill with dried flowers or leaves to use as "spices". Fill other containers with pebbles, twigs, pine needles, or other natural materials to be added to children's creations. Add chef hats and aprons to enhance the play! You can even extend the play by creating a mud restaurant. Have the children develop menus, take orders, and prepare a variety of muddy dishes to serve.

The Adult's Role

Not all adults will embrace mud play, and some may actually have objections to children getting dirty. It's true that mud play creates a mess, but the mess is worth it when you consider all the benefits children gain through this type of play. In order to advocate for mud play, carefully observe what children are doing and interpret this for other adults who may not understand why this type of play is valuable or what children are gaining from it. Take on the role of facilitator by allowing mud play and supporting the play that emerges from the children. Supply language for children to describe their creations. Think about ways to extend their learning by adding new materials, posing challenges, and pointing out interesting results of their efforts.

Clean-up

Before the children begin to play make sure they are wearing clothes that can become muddy. You can provide water-proof aprons (like you would use for painting) to minimize the mess on clothes. It's a good idea for children to wear galoshes or rain boots while working in the mud kitchen. Of course mud play is messy and clean-up afterwards can be a large job. Just as children are expected to clean-up after playing with materials in the classroom, they can assist with clean-up in the mud kitchen. Routines and expectations must be communicated clearly to the children before, during, and after mud play. You can provide large pans of warm, soapy water and establish the routine of children washing the muddy pans and utensils as the first part of cleaning up the mud kitchen.

Embrace the mess -it's okay for children to get dirty. In fact, when you look at the benefits children gain from mud play, it's not just okay, it's important. And the joy on the children's faces will reinforce your efforts and make the mess worthwhile.

The joy on the kid's faces makes all the mess worthwhile.

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Location is key. Read these tips. The housekeeping area of the classroom is a staple in most early childhood programs and thoroughly enjoyed by young children. Providing children a mud kitchen enables children to participate in this familiar play but with the enriched benefit of being outdoors.

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Here are the working links within the document:
Shiny Mud Balls - https://web-japan.org/trends01/article/011005sci_r.html

Who Likes Mud? - https://worldforumfoundation.org/wp-content/uploads/2018/10/Who-Likes-Mud-Book.pdf

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Spring Nature Activities for All Ages.pdf

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Let the children play: Getting children and youth outdoors now for an active recovery

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Let the children play: Getting children and youth outdoors now for an active recovery

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As Ontario strives to rebuild and recover from the effects of the COVID-19 pandemic, action is needed now to prioritize our children's optimal health and development. By applying Indigenous tools and approaches to well-being through access to the outdoors and physical activity, we can help to reduce the consequences of the pandemic and shape the future trajectories for a generation at risk. This call to action was created in partnership between Native Child and Family Services of Toronto (NCFST), The Hospital for Sick Children (SickKids) and researchers from the Factor-Inwentash Faculty of Social Work at the University of Toronto.

Overview: Children and youth have been severely impacted by the COVID-19 pandemic

Children and youth have been profoundly affected by the ongoing COVID-19 pandemic. While the prevalence, symptoms and health outcomes of COVID-19 tend to be much less severe for children and youth compared to adults, the toll of the pandemic and the associated public health restrictions on child health, development and well-being is severe. Evidence indicates that the social, emotional and educational impacts of the pandemic, including prolonged isolation, repeated school closures, hours of screen time and increased stress and fears about the virus, have all had a dramatic effect on both physical and mental health in children and youth ( Tombeau Cost et al., 2021; Public Health Ontario, 2020). Children have missed out on opportunities for learning and skills development, including positive and safe practices for outdoor activities - both at school and in the community. Furthermore, the pandemic has been associated with disruptions to critical developmental milestones, increased symptoms of anxiety and depression in children of all ages, increases in speech delay in young children and a rise in emergency department visits for eating disorders ( Couturier et al., 2021). Children and youth are different than adults - their brains continue to develop and the pandemic restrictions have deprived them from important social, emotional and physical interactions. This deprivation, in combination with increased levels of stress experienced by caregivers and children and youth themselves during the pandemic, can have a long-lasting effect on brain development ( Center on the Developing Child, 2020).

This report is a call to action - Ontario cannot afford to ignore the increasing consequences of pandemic restrictions on the health and well-being of children and youth.

We are currently experiencing the effects of a difficult third wave of COVID-19, with schools closed indefinitely and families restricted to staying home at all times except for essential trips. While we need to continue to implement public health measures to prevent the spread of COVID-19, we must prioritize schools as the first doors to open before other parts of the economy and open outdoor activities for children and youth to protect their health, safety and well-being. Given the numerous benefits of participation in physical, social and other outdoor recreational activities, strategies are needed to overcome barriers to participation and promote alternative approaches to support outdoor activities for children now, and throughout the pandemic recovery period. The science is clear that the risk of outdoor transmission of COVID-19 is substantially lower than indoor transmission, especially with appropriate distancing and personal protective equipment (PPE). Therefore, there is an urgent need to prioritize outdoor activities for children and youth to begin to mitigate the devastating and inequitable effects of pandemic-related restrictions on their health and well-being, and to support an active recovery for children, youth and their families. We propose a way forward that acknowledges and respects Indigenous land-based approaches to health and wellness to reconnect children to the outdoors.

A framework for action: Leaning into the land for wellness

Indigenous Peoples have long known the importance of leaning into the land for wellness. For millennia, Elders and knowledge keepers have recognized that interaction with the natural world around us promotes physical, emotional, mental and spiritual wellness for all people. This important principle provides a fundamental lesson on the effectiveness of Indigenous tools and approaches to well-being that can be applied to the current COVID-19 crisis.

By strengthening connections to the outdoors, the consequences of the pandemic can be reduced not only for Indigenous communities, but for all children and youth in Ontario and beyond.

The value of this approach can be seen in the successful implementation of recent outdoor programming offered by NCFST. In March 2020, NCFST suspended the majority of face-to-face services in compliance with local and provincial guidelines. As other countries that were further along in their pandemic trajectories generated new data, it appeared that many of the challenges children and youth were experiencing could be mitigated through trauma-informed land-based practices. Following this model, NCFST began offering safe outdoor programming in select City of Toronto parks starting June 15, 2020, enabled by the agency's status as an essential services provider.

Families from a single household could register for hour-long sessions where they would meet a single staff member delivering programming while physically distancing and wearing appropriate PPE. Indigenous approaches to engagement with trees, water, the earth (grass, soil) and urban wildlife were accompanied by cultural songs, crafts, games and other activities. A rapid evaluation of over 50 families participating in the program throughout the first and second waves of the pandemic showed that participants experienced increases in physical activity and wellness, improvements in their overall mental health and an increase in feelings of family, community and cultural connectedness ( On the Land Report, 2020). This pivot to land-based practice demonstrates how Indigenous innovation can provide critical direction for instituting safe outdoor practice supporting the physiological, mental health and developmental needs of children and youth throughout this pandemic.

The importance of outdoor activity for children and youth

The benefits of physical activity for the growth and development of children and youth prior to the COVID-19 pandemic are unquestioned. Recent studies demonstrate that greater physical activity and movement levels in children and youth are associated with the following outcomes: higher health-related quality of life; improved cardiovascular health, bone health, immune function, and indices of adiposity (e.g., body mass index, fat mass, waist circumference); cognitive development; and academic achievement ( ParticipACTION, 2020). Notably, physical activity is known to promote healthy brain development and to be effective for preventing and treating both mental health conditions (i.e., anxiety and depression) and brain-based disorders in children ( Biddle & Assare, 2011; Hillman et al., 2008; Monti et al., 2012; Riggs et al., 2017; Szulc-Lerch et al., 2018; ParticipACTION, 2018) and youth ( DiPietro et al., 2019).

Different types of physical activity, including both structured and unstructured activities, have wide-ranging benefits. For example, unstructured, free play outdoor activity is effective at promoting cognitive skills and learning, socio-emotional skills such as resilience and self-regulation, as well as motor development in young children ( Tremblay et al., 2015). Activities such as running, cycling, swimming, hiking and exploring not only improve physical fitness, but can also stimulate creativity, imagination and problem-solving abilities. In addition, children are more motivated to participate in physical activities that are play-based and group and team-based, which support social development ( ParticipACTION, 2020). Children's participation in organized sports increases their self-esteem and ability to regulate their emotions, and provides opportunities for positive social interactions and experiences, which is particularly valuable for children who may struggle in other domains, such as academics. Moreover, physical activity helps improve social integration for children with disabilities, enhancing their interaction and communication skills, resulting in improved daily functions, health-related outcomes and quality of life ( ParticipACTION, 2018).

Outdoor activity during the pandemic

Despite numerous and well-documented benefits of physical activity and outdoor recreation for children and youth, participation in these activities has been severely limited as a result of mandated public health restrictions since the beginning of the COVID-19 pandemic ( Chafee et al., 2021). For example, organized team sports through schools and community centres have been cancelled, outdoor recreational amenities and facilities have been closed and even playgrounds, outdoor play equipment and recreational amenities were off-limits to children in Ontario during parts of the first and third waves of the pandemic. New research reports that COVID-19 restrictions are associated with an overall lower amount of time spent in outdoor play among Canadian children and youth ( Chafee et al., 2021; Moore et al., 2020, de Lannoy et al., 2020). Findings from an online survey of Canadian parents conducted in April 2020 demonstrated that children and youth spent less time outdoors, were less physically active and more sedentary, slept more and spent more time on screen-based recreational activities compared to pre-COVID-19 ( Moore et al., 2020).

Considering the unprecedented impact of the pandemic on the health and well-being of children and youth in marginalized communities and those with specific vulnerabilities due to brain-based disorders and disabilities, outdoor physical activity remains an essential tool to support our most at-risk citizens. Structured physical activity in schools, community organizations, sport and child centres are ideal during the pandemic because appropriate public health measures can be implemented and monitored in these settings. However, children and youth can still participate in unstructured activities, can be active in small groups and can engage in outdoor sports − all while maintaining safe public health practices (i.e., physical distancing).

Evidence is clear that the risks of COVID-19 transmission are much lower outdoors and that moving activities from indoor to outdoor settings may reduce infections ( Bulfone et al., 2020). Moreover, there are effective mitigation strategies and protocols that can be implemented to enable safe outdoor activities for children, including active screening measures, masking, cohorting with small groups, physical distancing, handwashing, distanced eating and environmental cleaning and disinfection. Strategies can also be implemented to enhance protection for outdoor staff and counsellors, such as PPE and vaccination. Outdoor sports organizations in Ontario have demonstrated the effectiveness of these measures thus far. For example, across 120 clubs and 7,000 participants within Athletics Ontario, there were zero reported cases of COVID-19 during outdoor training sessions ( Hustwick & Oslan, 2021).

Parents, caregivers and educators also play an important role in collaborative efforts to increase children's activity levels. There is good evidence that parents and caregivers have an influence on children's physical activity, through active participation, providing access to outdoor spaces and activities, role modelling and providing support and encouragement ( ParticipACTION, 2020).

Therefore, to support greater physical activity in young children, we need to support their families and caregivers as well.

This can be done through family-based play and physical activity. The benefits of strategies to enhance outdoor activity for families as a whole extends to parents' and caregivers' mental health as well. For example, the majority of parents of young children in Canada report high levels of concern and stress over their children's isolation and loneliness, and lack of opportunities to socialize with friends during the pandemic ( Statistics Canada, 2020). Three-quarters (74 per cent) of parents were also very or extremely concerned about their ability to balance child care, schooling and work. This burden on parents may be reduced by increasing opportunities for outdoor programming for children, including outdoor summer camps.

Considerations for ethnic, racialized, minority and marginalized children and youth

While all children and youth have been impacted by the COVID-19 pandemic, the impact is disproportionately greater for children in certain population groups, including Indigenous and racialized children, newcomers, those living in poverty, those with pre-existing physical and mental health conditions and those with disabilities. Across the globe, COVID-19 and the public health measures put in place to contain its spread have magnified pre-existing health and socioeconomic inequities between these population groups ( Chagla et al., 2021; Hahmann, 2021). These inequities are rooted in structural drivers such as political and socioeconomic structures, as well as colonialism and racism, which affect both an individual's risk of exposure and susceptibility to the disease and the impact of pandemic-related measures ( Del Pino & Camacho, 2020; Saint-Girons et al., 2020). Moreover, the long-term consequences of the pandemic and its restrictions on child development are expected to be worse for children already in disadvantaged situations, such as those experiencing poverty, racism or violence, because of the added stress of the pandemic ( Center on the Developing Child, 2020; United Nations, 2020).

Indigenous children, especially those living in remote communities, also face greater challenges and barriers in access to essential supports and services including education, and access to green space and other fundamental health and cultural services, and these inequities will widen as a result of ongoing public health restrictions ( Hahmann, 2021). Considering this multitude of risk factors for Indigenous children during the pandemic, there is an even greater need to strengthen and expand equity-oriented strategies, such as the land-based wellness practices described above, to begin to address the inequities facing Indigenous children that have been magnified by the pandemic.

Recommendations

In recognition of the disproportionate impact of the COVID-19 pandemic and its associated public health restrictions on children and youth, including those who are Indigenous and those living in marginalized communities with less access to outdoor space, the recommendations presented below aim to facilitate increased activity levels among children and youth during and after the pandemic, with a focus on outdoor activity. Recommendations are targeted towards different groups, each of whom have important roles and responsibilities in promoting safe and active recreational opportunities for children and youth in Ontario.

Provincial and municipal governments

Promote outdoor public spaces including parks, playgrounds, schoolyards, sports fields, skate parks, sport courts, trails, city beaches, pools and camping spaces, and re-open those spaces that are currently closed now. This should not be dependent on the conclusion of stay-at-home orders.
Restart and expand organized sports and activities and outdoor community camps, following appropriate public health guidelines, for children and youth in all communities.

Improve resourcing and access to safe outdoor spaces and activities for all children and youth with a focus on reaching marginalized and isolated families, including those living in high-density spaces such as apartment buildings with limited access to safe outdoor spaces. Engage community members including children and youth in the planning process.

Ensure public health messages about outdoor activities are communicated clearly, consistently and in multiple languages to remove barriers to participation.

Explore alternative delivery methods for recreational programming for children, such as allowing EarlyON Child and Family Centres and other organizations across Ontario to deliver outdoor programming in public spaces.

Ensure equitable access to physical activities and outdoor space for children with special needs and health conditions, and provide alternative options and adaptations as needed.

Ensure strong coordination and collaboration between municipal, provincial and local public health leaders, park and recreation staff, physical activity and sports organizations, parents/caregivers and children and youth.

Support a multisectoral pedagogical approach to outdoor learning in school curricula that teaches about human responsibility for stewardship of the land and respect for its resources.

Educators and school, child care and early learning centre administrators

Identify and remove barriers for outdoor learning and participation in outdoor physical activity and play. Invest in infrastructure, programs, training and policies now and for the upcoming school year to remove these barriers.

Incorporate more outdoor physical activity into daily school and child-care lessons and programming, including active breaks and access to outdoor time to encourage physical activity and minimize long periods of sedentary behaviours among children and youth.

Prepare for school sports and other extra-curricular physical activities for the upcoming school year.

Community programming organizations and staff

Follow all public health safety protocols to allow safe participation in outdoor activities and sports while protecting the safety of the staff and participants.

Hire youth in leadership roles (counsellors, counsellors-in-training, etc.) to help staff summer camps, parks, pools and recreation activities.

Continue to plan for outdoor activities and sports for children and youth during this summer and into the next school year.

Public health professionals and health-care providers

Provide clear safety procedures and policies for outdoor activities and sports to encourage skill development and social interaction.

Provide education, resources (e.g., PPE) and training for outdoor staff and counsellors on health, safety and mental health support for children and youth during the pandemic.

Prioritize and facilitate vaccination of outdoor recreation staff, such as camp counsellors, and ensure access to appropriate PPE, policies and procedures for staff.

Educate and reinforce the physical, developmental and mental health benefits of outdoor play and physical activity for children and their families.

Advocate for access to physical activity and safe outdoor places for children, youth and their families.

Parents/caregivers, children and youth

Make family time active time - look for opportunities to get active and spend time outdoors as a family.

Support children and youth in maintaining physical activity and outdoor time by encouraging, facilitating, modelling, setting expectations and engaging in physical activity and outdoor time with them.

Encourage and support children and youth to advocate and stand up for their rights to safe, accessible outdoor space and opportunities for physical activity and sports through the summer and into the upcoming school year.

Acknowledgements

Principal authors

Jeffrey Schiffer PhD, Executive Director, Native Child and Family Services of Toronto; adjunct Professor, Factor-Inwentash Faculty of Social Work, University of Toronto

Catherine S. Birken MD, M.Sc., FRCPC, Senior Scientist, Child Health Evaluative Sciences, Staff Paediatrician, The Hospital for Sick Children; Professor, Department of Paediatrics, University of Toronto

Co-authors

Eyal Cohen MD, M.Sc., FRCPC, Program Head, Child Health Evaluative Sciences, Staff Physician, Complex Care Program, The Hospital for Sick Children; Professor, Paediatrics and Health Policy, Management & Evaluation, University of Toronto; Co-Director, Edwin S.H. Leong Centre for Healthy Children

Barbara Fallon PhD, Professor, Factor-Inwentash Faculty of Social Work, Canada Research Chair in Child Welfare, University of Toronto

Donald J. Mabbott PhD, C.Psych, ABPP-cn, Senior Scientist and Program Head, Neurosciences and Mental Health, The Hospital for Sick Children; Professor, Department of Psychology, University of Toronto

Steven P. Miller MD, FRCPC, Head, Neurology, The Hospital for Sick Children; Professor, Department of Paediatrics, University of Toronto

Genevieve Sansone MASc, PhD, Research Associate, Factor-Inwentash Faculty of Social Work, University of Toronto

Sima Sajedinejad MD, MPH, PhD, Research Associate, Factor-Inwentash Faculty of Social Work, University of Toronto

Meta Van den Heuvel MD PhD, Staff Pediatrician, The Hospital for Sick Children; Assistant Professor, Department of Paediatrics, University of Toronto

Ashley Vandermorris, MD, M.Sc., FRCPC, Staff Physician, Department of Adolescent Medicine, The Hospital for Sick Children; Assistant Professor, Department of Paediatrics, University of Toronto

Reviewers/ contributors/ acknowledgements

We are very grateful for the reviews and contributions provided by:

Daphne J. Korczak MD, M.Sc., FRCPC (Paediatrics), FRCPC (Psychiatry), Associate Scientist, Neuroscience and Mental Health, Psychiatrist, The Hospital for Sick Children; Associate Professor of Psychiatry, Faculty of Medicine, University of Toronto

Nisha Thampi MD, M.Sc., FRCPC. Assistant Professor and Pediatric Infectious Diseases Consultant, University of Ottawa

Leigh M. Vanderloo, M.Sc., PhD. Adjunct Professor, School of Occupational Therapy, Western University

We appreciate the lived expertise and detailed review of Family Advisors Ashley Audrain, Eugene Cortes, Nasra Aidarus and other members of the SickKids Centre for Innovation & Excellence in Child and Family-Centred Care.

Endorsements

This document has been endorsed by:

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