Child-initiated learning, the outdoor environment and the 'underachieving' child

Trisha Maynard*, Jane Waters, Jennifer Clement

*Awdur cyfatebol y gwaith hwn

Allbwn ymchwil: Cyfraniad at gyfnodolynErthygladolygiad gan gymheiriaid

42 Dyfyniadau (Scopus)

Crynodeb

The Foundation Phase for Wales advocates an experiential, play-based approach to learning for children aged three to seven years that includes child-initiated activity within the outdoor environment. In previous research, Foundation Phase practitioners maintained that children perceived to be 'underachieving' within the classroom came into their own when engaged in child-initiated learning outdoors. This study, which involved eight Foundation Phase teachers, aimed to explore these perceived differences as well as teachers' perceptions of 'underachievement'. It is concluded that the more natural outdoor spaces in which child-initiated activity took place appeared to amplify the effects of child-initiated learning and diminish the perception of underachievement; that engagement in this project enabled some teachers to see 'underachievement' as being distributed across people, place and activity; and that through constructing the outdoor 'space' as a 'place' embedded with positive meanings, children may have had the opportunity to reconstruct themselves as strong, competent children rather than as 'underachieving' pupils.

Iaith wreiddiolSaesneg
Tudalennau (o-i)212-225
Nifer y tudalennau14
CyfnodolynEarly Years
Cyfrol33
Rhif cyhoeddi3
Dynodwyr Gwrthrych Digidol (DOIs)
StatwsCyhoeddwyd - 26 Maw 2013
Cyhoeddwyd yn allanolIe

Dyfynnu hyn