A Forest-Based Environment as a Site of Literacy and Meaning Making for Kindergarten Children

Autor/in	Streelasky, Jodi
Titel	A Forest-Based Environment as a Site of Literacy and Meaning Making for Kindergarten Children
Quelle	In: Literacy, 53 (2019) 2, S.95-101 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12155
Schlagwörter	Foreign Countries; Young Children; Kindergarten; Outdoor Education; Playgrounds; Peer Relationship; Informal Education; Literacy; Canada + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Freiluftunterricht; Playground; Spielplatz; Peer-Beziehungen; Informelle Bildung; Nichtformale Bildung; Alphabetisierung; Schreib- und Lesefähigkeit; Kanada
Abstract	This study analyses the valued school experiences of 15 five- and six-year-old Canadian children, through their creation of multimodal texts. Throughout the school year, the students spent a large portion of each school day in the expansive forest on the school grounds, and their texts revealed their significant interest in this natural outdoor environment. Specifically, the data revealed that the outdoor space provided a context where the children could engage with each other and the environment in meaningful, creative and collaborative ways. This research has the potential to contribute to our understanding of the capacity of young children to share their thoughts on their school experiences by drawing on a range of modes and to contribute to our understanding of the power of alternative learning spaces, such as forest environments, on children's literacy learning and development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01