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The whole new Secret world

This place is like a memory from my dream

We were playing hide and seek,
In the woods so deep,
Looking for my friend,
But they were out of reach.

Went into the dark side,
Where we shouldn't be,
Stories told us kids,
That's where shadows creep.

Ducks are talking, whispers in the trees,
Strange things happen where the wild things breathe,
Hide quickly, little one, or they'll take you away,
In the forbidden woods, we mustn't stay.

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In this video, I can witness how interesting a connection is between nature and walking in the natural space—around the creek, around the waterways, on the grass, listening to the birds, looking up in the sky and the clouds—and that there is always light above the sky. This explains the mystery between hope and hopelessness. Sometimes in our busy lives, we feel alone, isolated, and in the shadows of life, and sometimes we feel surrounded by joy, family, friends, and happiness. This is what we get from doing hard work to make things better. This video also shows how relaxing your space can be while the wind is passing by. It shows the recurring nature of emotions, showing how they complement and exchange with each other, including happiness, sadness, relaxation, and busyness. Moments of light peeking through the forest canopy serve as a symbol of the difference between hope and sorrow, which is also highlighted. This representation highlights the value of nature in kids' lives by providing all-encompassing teachings and links to the outside world. The contrast between serene metropolitan landscapes and nature settings highlights the duality of life's experiences by demonstrating how every stage, no matter how frenetic or quiet, adds to a full comprehension and enjoyment of life's complexity.

The cognitive development theory of Jean Piaget is very pertinent to this situation. According to Piaget, infants develop cognitively in phases, with the preoperational period embracing early childhood. (Mcleod, 2024) At this age, children play roles and express selfishness, which is the tendency to see things from their unique point of view. The child's imaginative play in the woods turns a straightforward game of hide-and-seek into a magical journey. The idea that "ducks are talking, whisper in the trees" draws attention to magical thinking, during which artificial things and creatures frequently show human characteristics and abilities. Play that is started by the child encourages growth by introducing new information. This relates to theories of play, which evaluate how early experiences impact cognitive development in children. According to Piaget's theory, all children grow individually and focus on various adventures. Educators support a variety of methods so that parents can design well-informed play spaces. According to Piaget's concept, children require guidance since they are more intelligent and logical individuals than adults are, and natural environments like playgrounds can help them develop these skills (McLeod, 2024).

As the research indicates, imaginative play may be integrated into a variety of environments, but there is something unique about natural outdoor places that encourages the amount of energy expended in outdoor play, cognitive development, and duration of creative play. Gardens and other natural outdoor areas with trees, grass, and plants of all kinds offer many important benefits, including a deeper respect and understanding of nature, which encompasses the preservation and care of the environment. (Wilson, 2012) stresses the importance of children's healthy development and fostering an environmental ethic. Exploring how play, environment, and child development intersect. Their research highlights parks as crucial in nurturing children's curiosity and empathy from an early age. Research shows playwork, recreation, education, and design skillfully connect these benefits, recognizing parks as essential spaces for children's growth.  The findings demonstrate the value of parks in fostering child development, as they draw children's interest and empathy while also improving their early years. The social environment of childhood suggests different levels of social and cultural impact can either encourage or hinder children's growth. The reliability of community structures, views, and the success of natural guidelines are further examples of this. In the future, policy formulation will have to consider the importance of local or global relationships, which will create concerns about how systems impact the growth of children.

My experience supports Wilson's theories, as I also think that children learn developmentally from playing outside, which develops their physical and mental strength. In addition, it involves the concept of environmental sustainability since kids develop a relationship with the natural world and learn how to use resources that will benefit the environment and keep it alive for future generations. In addition to Wilson, (Pramling et al., 2019) concentrate on play-responsive teaching—the traditional method of child-initiated play—and how educators and parents may adapt the environment to promote learning by inviting children outside to play in playgrounds and different outdoors.

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Mcleod, S. (2024, January 24). Piaget’s theory and stages of cognitive development. Simply Psychology. https://www.simplypsychology.org/piaget.html

Pramling, N., Wallerstedt, C., Lagerlöf, P., Björklund, C., Kultti, A., Palmér, H., Magnusson, M., Thulin, S., Jonsson, A., & Pramling Samuelsson, I. (2019). Play-Responsive Teaching in Early Childhood Education. In International Perspectives on Early Childhood Education and Development. Springer International Publishing. https://doi.org/10.1007/978-3-030-15958-0

Wilson, R. A. (2012). Nature and young children: encouraging creative play and learning in natural environments. Routledge.

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