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ERIC Number: EJ1023809
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0957-5146
Child-Initiated Learning, the Outdoor Environment and the "Underachieving" Child
Maynard, Trisha; Waters, Jane; Clement, Jennifer
Early Years: An International Journal of Research and Development, v33 n3 p212-225 2013
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Wales)
Identifiers - Assessments and Surveys: Early Childhood Environment Rating Scale