Pedagogical Documentation as a Curriculum Tool: Making Children's Outdoor Learning Visible in a Childcare Centre in Singapore

Autor/inn/en	Tan, Xuan Ru; Yang, Weipeng
Titel	Pedagogical Documentation as a Curriculum Tool: Making Children's Outdoor Learning Visible in a Childcare Centre in Singapore
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 2, S.281-295 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Xuan Ru) ORCID (Yang, Weipeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2046839
Schlagwörter	Foreign Countries; Outdoor Education; Child Care Centers; Teacher Attitudes; Documentation; Barriers; Preschool Education; Observation; Student Attitudes; Identification (Psychology); Interpersonal Relationship; Interpersonal Competence; Creative Thinking; Program Effectiveness; Singapore + Suchen Sie Ihr Suchwort? Ausland; Freiluftunterricht; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Lehrerverhalten; Dokumentation; Pre-school education; Vorschulerziehung; Beobachtung; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Kreatives Denken; Singapur
Abstract	The Singapore government has laid out a regulation for daily minimum time spent outdoors and the Outdoor Learning Guide (OLG) to support children's outdoor experiences in full-day childcare programmes. However, there is scarce research on young children's outdoor learning experiences from children's and teachers' perspectives. This study aims to make sense of children's outdoor learning using the child-sensitive tool -- pedagogical documentation -- in a Singapore childcare centre. It highlights the value of outdoor learning experiences for children as well as teachers' views of outdoor learning through the implementation of pedagogical documentation. Pedagogical documentation as an in-depth, qualitative research approach has allowed us to generate two learning stories, revealing the impact of children's outdoor learning experiences on their social-emotional development and learning dispositions. Additionally, the reflective discussions with teachers uncovered their perspectives of outdoor learning and pedagogical knowledge. Pedagogical documentation made children's outdoor learning visible while keeping a balance between children's and teachers' voices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01