Literaturnachweis - Detailanzeige
Autor/inn/en | Hunter, Joshua; Syversen, Kristina Brodal; Graves, Cherie; Bodensteiner, Anne |
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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 |
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 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 |