Pedagogies of Outdoor Spaces: An Early Childhood Educator Professional Learning Journey

Autor/inn/en	Wishart, Llewellyn; Rouse, Elizabeth
Titel	Pedagogies of Outdoor Spaces: An Early Childhood Educator Professional Learning Journey
Quelle	In: Early Child Development and Care, 189 (2019) 14, S.2284-2298 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wishart, Llewellyn) ORCID (Rouse, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1450250
Schlagwörter	Outdoor Education; Early Childhood Teachers; Faculty Development; Play; Teacher Attitudes; Transformative Learning; Child Caregivers; Foreign Countries; Physical Environment; Attitude Change; Affordances; Suburbs; Child Care Centers; Educational Facilities Improvement; Movement Education; Physical Activities; Preschools; Young Children; Australia + Suchen Sie Ihr Suchwort? Freiluftunterricht; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Spiel; Lehrerverhalten; Pädagogische Transformation; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Ausland; Natürliche Umwelt; Attitudinal change; Einstellungsänderung; Einzugsbereich; Child care facilities; Child care services; Kinderzentrum; Bewegungsbildung; Australien
Abstract	This manuscript presents the findings of a study that explored how teachers' perceptions of natural play learning environments were transformed through targeted professional learning (PL). Australia's early childhood education and care (ECEC) policy outlines a responsibility for educators to ensure that outdoor learning spaces provide experiences in both built and natural environments. In response, many ECEC settings are redesigning outdoor spaces to provide for natural and open-ended affordances. Drawing from interview data collected over an 18-month period, this manuscript shares the story of three educators as they participate in targeted PL while engaging with the outdoor space. Findings show that prior to the PL, the educators focused on what they saw as limitations to the space. Engaging in the PL led to changed perceptions for the educators who felt more confident in their understandings of the value and benefits of nature-rich outdoor environments to support young children's active play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01