A Comparative Analysis of Nature Kindergarten Programmes in Australia and New Zealand

Autor/inn/en	Masters, Jennifer; Grogan, Leanne
Titel	A Comparative Analysis of Nature Kindergarten Programmes in Australia and New Zealand
Quelle	In: International Journal of Early Years Education, 26 (2018) 3, S.233-248 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Masters, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2018.1459507
Schlagwörter	Comparative Analysis; Kindergarten; Foreign Countries; Program Implementation; Early Childhood Education; Recreational Activities; Outdoor Education; Preschool Teachers; Play; Case Studies; Ethnography; Indigenous Knowledge; Semi Structured Interviews; Australia; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Freizeitgestaltung; Freiluftunterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Spiel; Case study; Fallstudie; Case Study; Ethnografie; Australien; Neuseeland
Abstract	This paper highlights the similarities and differences of seven nature kindergarten programmes in Australia and New Zealand. The study targeted three programmes from New Zealand and four from Australia. Participant observations and semi-structured interviews were used to build a profile of each site. The profiles were compared on factors such as philosophical influences, curriculum design, site location, safety requirements and programme activity. In many ways, the programmes were quite similar, and this was attributed to synergies between the respective curriculum frameworks and the influence of the European Forest School movement. There were, however, some unique features at each site and differences attributed to national perspectives. It is anticipated that the profiling of philosophical and logistical dimensions of nature programmes implemented in exemplar settings can help to inspire other early childhood educators and encourage them to reposition nature pedagogy as part of their own early childhood programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01