Experiencing the "Wild Woods": The Impact of Pedagogy on Children's Experience of a Natural Environment

Autor/in	Mawson, William Brent
Titel	Experiencing the "Wild Woods": The Impact of Pedagogy on Children's Experience of a Natural Environment
Quelle	In: European Early Childhood Education Research Journal, 22 (2014) 4, S.513-524 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2014.947833
Schlagwörter	Outdoor Education; Natural Resources; Teacher Student Relationship; Interaction; Teaching Methods; Foreign Countries; Play; Young Children; Case Studies; Interviews; Photography; Student Attitudes; Teacher Attitudes; Early Childhood Education; Child Care Centers; Rural Areas; New Zealand + Suchen Sie Ihr Suchwort? Freiluftunterricht; Natural Ressource; Natürliche Ressource; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Spiel; Frühe Kindheit; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Fotografie; Schülerverhalten; Lehrerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Rural area; Ländlicher Raum; Neuseeland
Abstract	Outdoor play environments offer a wide range of potential affordances to both teachers and children. Teachers' pedagogy is a strong determining factor in children's ability to utilise the affordances of a particular environment. This article describes the way in which a group of teachers and children in a New Zealand education and care centre viewed and interacted with "the wild woods", a nearby large wooded natural environment. All children and teachers spent time in the woods at least once a week. The researcher spent one morning a week for 10 months in the centre and accompanied the group to the woods. The teachers had differing levels of participation and interaction with the children, and differing beliefs on how much the environment should be shaped and enhanced. These differing pedagogical approaches had a clear impact on the children's experiences. The impact of the differing pedagogies on the children's experience of the natural environment are documented and the implications for teaching and learning in outdoor environments are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10