Exploring Early Childhood Teachers' Beliefs and Practices about Preschool Outdoor Play: A Qualitative Study

Autor/inn/en	McClintic, Sandra; Petty, Karen
Titel	Exploring Early Childhood Teachers' Beliefs and Practices about Preschool Outdoor Play: A Qualitative Study
Quelle	In: Journal of Early Childhood Teacher Education, 36 (2015) 1, S.24-43 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2014.997844
Schlagwörter	Preschool Teachers; Early Childhood Education; Play; Supervision; Teacher Attitudes; Teacher Behavior; Child Development; Well Being; Child Health; Playgrounds; Case Studies; Child Care Centers; Qualitative Research; Interviews; Observation; Barriers; Planning + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Spiel; Lehrerverhalten; Teacher behaviour; Kindesentwicklung; Well-being; Wellness; Wohlbefinden; Playground; Spielplatz; Case study; Fallstudie; Case Study; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Ablaufplanung; Planungsprozess
Abstract	This qualitative case study explored how early childhood teachers' beliefs and practices influence the function of preschool outdoor play. Teachers believed that supervision was paramount. They perceived that the physical design of the outdoor environment posed limitations for planning, preparation, and implementation. Teachers' recollections of their own childhood outdoor activities provided a shared value of freedom during play. Yet, during outdoor play teachers displayed an adherence to rules or a "philosophy-reality conflict" (Hatch & Freeman, 1988, p. 158). Teachers believed that outdoor play is important to the development of young children; however, minimal knowledge of outdoor play and motivation to promote it was not evident. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01