Researching Children's Understanding of Safety: An Auto-Driven Visual Approach

Autor/in	Agbenyega, Joseph S.
Titel	Researching Children's Understanding of Safety: An Auto-Driven Visual Approach
Quelle	In: Contemporary Issues in Early Childhood, 12 (2011) 2, S.163-174 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2011.12.2.163
Schlagwörter	Design Requirements; Classroom Design; Qualitative Research; Foreign Countries; Teaching Methods; Safety; Educational Environment; Play; Educational Facilities; Child Care Centers; Preschool Children; Australia + Suchen Sie Ihr Suchwort? Design preferences; Gestaltungsmittel; Klassenraumgestaltung; Qualitative Forschung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Sicherheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Spiel; Bildungsstätte; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Australien
Abstract	Safe learning spaces allow children to explore their environment in an open and inquiring way, whereas unsafe spaces constrain, frustrate and disengage children from experiencing the fullness of their learning spaces. This study explores how children make sense of safe and unsafe learning spaces, and how this understanding affects the ways they engage with their learning spaces. Using a qualitative research method that employed auto-driven visual and observation approaches, this research conducted at one centre in the Mornington Peninsula in Victoria, Australia, examined children's movement and interaction within their learning spaces. The results suggest that the children felt safe in spaces that offered them the best opportunities for play. These are the spaces where they behaved well, laughed freely, reacted positively, and played without too much restriction and intimidation, keeping in mind the restrictions imposed on them by their teachers at other spaces. The implications for constructing and managing safe learning spaces for children are discussed. (Contains 1 note, 4 figures and 1 table.) (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/ciec
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10