Balancing Outdoor Learning and Play: Adult Perspectives of Teacher Roles and Practice in an Outdoor Classroom

Autor/inn/en	Hunter, Joshua; Syversen, Kristina Brodal; Graves, Cherie; Bodensteiner, Anne
Titel	Balancing Outdoor Learning and Play: Adult Perspectives of Teacher Roles and Practice in an Outdoor Classroom
Quelle	In: International Journal of Early Childhood Environmental Education, 7 (2020) 2, S.34-50 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-0464
Schlagwörter	Outdoor Education; Play; Teacher Role; Preschool Teachers; Preschool Children; Constructivism (Learning); Teacher Attitudes; Teaching Methods; Educational Change; Faculty Development; Environmental Education; Student Centered Learning + Suchen Sie Ihr Suchwort? Freiluftunterricht; Spiel; Lehrerrolle; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Umweltbildung; Umwelterziehung; Umweltpädagogik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	Recognizing the inherent value in outdoor play and learning for young children, we focused upon the practices and perspectives of adults at an early childhood center as the outdoor play areas were transformed into outdoor classrooms. A salient finding emerging from the data exhibited a gap between constructivist child-led theories of play and learning and the changing needs for greater adult-led learning in the altered outdoor environment. Disparate attitudes towards greater adult intervention in children's play existed between parents, teachers, and administrators, as children and staff transitioned and acclimated to the new outdoor classroom. Using ethnographically grounded data collection, researchers interpret these findings to suggest that while teachers maintain a strong preference for child-led learning, the changing outdoor space requires increased adult-led activities and intentional environmental education goals and training. (As Provided).
Anmerkungen	North American Association for Environmnental Education. 1725 DeSales Street NW, Washington, DC 20036. Tel: 202-419-0412; Web site: https://naturalstart.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01