Child-initiated learning, the outdoor environment and the ‘underachieving’ child

Maynard, Trisha; Waters, Jane; Clement, Jennifer

doi:10.1080/09575146.2013.771152

Cited by 49 publications

(44 citation statements)

References 12 publications

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“…The overall positive and enjoyable experience of outdoor learning reported by children in this study is echoed by a high number of studies reporting children’s experience of the outdoors[24,34,35]. Pupils described how outdoor learning provided them with feelings of freedom and fun and discussed this in relation to an escape from the restricted, physical environment of the classroom.…”

Section: Discussionmentioning

confidence: 60%

“…In this study, teachers highlighted the barrier of evidencing work in the outdoors. Possible methods to overcome this have been suggested including taking pictures of work conducted outdoors and asking children to annotate this, advocating for more shared practice with regards to methods of evidencing work done outdoors[34]. A report by the Welsh Education Inspectorate (ESTYN)[5] evaluating outdoor learning in Foundation Phase concluded that teachers assessed children’s learning ‘less often’ and ‘less well’ outdoors than in the classroom, allowing for important developmental milestones to be missed.…”

Section: Discussionmentioning

confidence: 99%

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Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views

Marchant

Todd

Cooksey

et al. 2019

Preprint

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27The relationship between child health, wellbeing and education demonstrates that healthier and 28 happier children achieve higher educational attainment. An engaging curriculum that facilitates 29 children in achieving their academic potential has strong implications for educational outcomes, 30 future employment prospects and health and wellbeing during adulthood. Outdoor learning is a 31 pedagogical approach used to enrich learning, enhance school engagement and improve pupil health 32 and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised 33 beyond the early years by education inspectorates. This requires evidence into its acceptability from 34 those at the forefront of delivery. This study aimed to explore headteachers', teachers' and pupils' 35 views and experiences of an outdoor learning programme within the key stage two curriculum (ages 36 9-11). We examine the process of implementation to offer case study evidence through 1:1 interviews 37 with headteachers (n=3) and teachers (n=10) and focus groups with pupils aged 9-11 (n=10) from 38 three primary schools. Interviews and focus groups were conducted at baseline and six months into 39 implementation. Schools introduced regular outdoor learning within the curriculum. This study found 40 a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in 41 pupils' engagement with learning, concentration and behaviour, as well as positive impacts on health 42 and wellbeing and teachers' job satisfaction. Curriculum demands including testing and evidencing 43 work were barriers to implementation, in addition to safety concerns, resources and teacher 44 confidence. Participants supported outdoor learning as a curriculum-based programme for older 45 primary school pupils. However, embedding outdoor learning within the curriculum requires 46 education inspectorates to place higher value on this approach in achieving curricular aims, alongside 47 greater acknowledgment of the wider benefits to children which current measurements do not 48 capture. 49 50 3 51

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Section: Discussionmentioning

confidence: 60%

Section: Discussionmentioning

confidence: 99%

Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views

Marchant

Todd

Cooksey

et al. 2019

Preprint

View full text Add to dashboard Cite

show abstract

“…We expected this result because many students do not understand the value in naming organisms, and few curricula focus on local natural history (Bebbington 2005, Soga andGaston 2016). Previous literature has shown that beyond the ages of 8-9, the addition of new organism names to a child's vocabulary begins to wane (Balmford et al 2002), a pattern that could stem from curriculum design that discourages informal and outdoor learning experiences (Braun et al 2010, Waite 2010, Maynard et al 2013). Naming organisms is considered a foundational aspect of learning about biodiversity; it is important to infuse this into the coursework and encourage students to learn organism names and organismal roles in the local ecosystem through experience (Randler 2008, Soga and Gaston 2016, Wyner and Doherty 2017.…”

Section: Discussionmentioning

confidence: 98%

“…, Waite , Maynard et al. ). Naming organisms is considered a foundational aspect of learning about biodiversity; it is important to infuse this into the coursework and encourage students to learn organism names and organismal roles in the local ecosystem through experience (Randler , Soga and Gaston , Wyner and Doherty ).…”

Section: Discussionmentioning

confidence: 99%

Is being familiar with biodiversity related to reasoning about ecology?

Hartley

Doherty

et al. 2018

Ecosphere

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Many science educators believe that student recognition of biodiversity is an important precursor to discovering patterns and understanding processes that define and shape ecological systems. We investigated (1) the total number, taxonomic categories, specificity, and diversity of backyard organisms that middle (MS) and high school (HS) students and teachers named, (2) how the number, specificity, and diversity of organisms that students and teachers named related to their overall performance on an ecology learning progression assessment, and (3) the types of information students used to sort and group organisms. Our sample population included 264 MS students, 374 HS students, and 108 teachers in five U.S. states (California, Colorado, Maryland, Michigan, and New York). We found that students were more likely to name vertebrates than plants or microorganisms, while teachers were more likely to name vertebrate and plants than microorganisms. Teachers named a higher total number (richness) and diversity of organisms and named more organisms in specific (e.g., bull snake) than general taxonomic categories (e.g., snake) than did students. Individual performance on the ecology learning progression assessment was positively correlated to the total number (richness), diversity, and specificity of organisms that students and teachers could name. The types of information students invoked to group organisms together varied by question context. Most students invoked information related to form/outward traits, habitat, function (e.g., decomposer), and taxa (e.g., fungi, plant, animal). Notably, some students invoked ideas about evolutionary relationships among organisms. This work corroborates previous findings about student familiarity with biodiversity and provides preliminary evidence that familiarity with local biodiversity is linked to reasoning about ecology.

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“…Children use complex resources of language and non-verbal interaction as they organise activities and build their own social worlds alongside those of adults (Danby, 2009). There are also a large body of studies concentrating on children's competence demonstrated in adult-child interactions (Burdelski, 2010;Burnard et al, 2006;Carr, 2007;Filipi, 2009;Hedges, 2011;Maynard, Waters & Clements, 2013;Rogoff, 2003;SirajBlatchford & Manni 2008;Stephen, 2010;Tobin, Hsueh & Karasawa, 2009 among others). However, there is little empirical work focusing on the demonstration of children as competent agents in their interaction with adults when children commit offences.…”

Section: Significance Of the Thesismentioning

confidence: 99%

Management of children’s offences in Vietnamese contexts: an analysis of children’s social competence

Nguyen¹

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Child-initiated learning, the outdoor environment and the ‘underachieving’ child

Cited by 49 publications

References 12 publications

Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views

Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views

Is being familiar with biodiversity related to reasoning about ecology?

Management of children’s offences in Vietnamese contexts: an analysis of children’s social competence

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