Language Learning in Outdoor Environments: Perspectives of preschool staff

Norling, Martina; Sandberg, Anette

doi:10.7577/nbf.749

Cited by 9 publications

(5 citation statements)

References 20 publications

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“…Place‐based, outdoor learning promotes children's relationships with the natural environment and enables them to develop environmental awareness and knowledge (Sobel, ). Norling and Sandberg () contended that outdoor environments provide children with opportunities to experience phenomena (e.g. constantly changing outdoor environments and shifting seasons and weather) that contribute to their meaning making.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

A forest‐based environment as a site of literacy and meaning making for kindergarten children

Streelasky

2018

Literacy

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This study analyses the valued school experiences of 15 fiveand six-year-old Canadian children, through their creation of multimodal texts. Throughout the school year, the students spent a large portion of each school day in the expansive forest on the school grounds, and their texts revealed their significant interest in this natural outdoor environment. Specifically, the data revealed that the outdoor space provided a context where the children could engage with each other and the environment in meaningful, creative and collaborative ways. This research has the potential to contribute to our understanding of the capacity of young children to share their thoughts on their school experiences by drawing on a range of modes and to contribute to our understanding of the power of alternative learning spaces, such as forest environments, on children's literacy learning and development.

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Section: Theoretical Perspectivesmentioning

confidence: 99%

A forest‐based environment as a site of literacy and meaning making for kindergarten children

Streelasky

2018

Literacy

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“…The playing facilities lacking in green elements should be redesigned so that they can accumulate this beneficial factor for the development of learning skills among children. Many research findings generalize the concept that preschoolers benefit from spending time outdoors which results in maximum benefits and appear to optimize children's behavioral learning (Norling, 2015). Contemporary research on the positive impacts of preschoolers' outdoor play is promising and an extended in-depth analysis is required on the perks of outdoor activities which alleviate many difficulties faced by children in their nourishment and physical development (Norling, 2015).…”

Section: Importance and Benefits Of Greenery In The Outdoorsmentioning

confidence: 89%

A Case Study of Preschool Children Using Props Outdoor

Fatima

Shi

Khan

et al. 2020

RJSI

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It is very unfortunate thing that children cannot design the environments and settings of their outdoor playing facilities. This suppresses the preferences of children as they are forced to play and interact in the environments designed by the adults (Plummer, 2007). The key objective of this research will be to examine and analyze the role of outdoor activities provided to preschool children and the effectiveness of these activities in grooming the personalities of such children. The research will also uncover the causes behind pre-school children's meager visits to outdoor playing areas due to the busy schedules of their adults. What is the role of outdoor play in children’s learning? What is the quality level of outdoor play provided to young children by early childhood education organizations? What improvements and modifications can be made to ameliorate contemporary outdoor play in the educational sector? What steps or processes can help in boosting the confidence and satisfaction levels of children so that they can enthusiastically take part in the outdoor play? In this research study, these questions are addressed by an analysis of recent research and design suggestions. The results of recent research studies indicate that the importance of outdoor activities including playing and other similar physical engagements is emphasized by the researchers that work on the behaviors and nourishment of early childhood souls. They are of the view that outdoor activities are equally important as indoor activities which usually involve paper reading or board instructions, whereas outdoor activities provide preschool children with abilities to develop their natural behaviors in accordance with their surroundings.

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“…According to a study done by Norling et al, children’s motivation and comprehension rise when the learning environment is moved outside. Children’s ability to learn a rich and varied language depends on their ability to explore, investigate, and reflect, all of which are facilitated by outdoor activities and events [ 10 ], and COVID-19 has made it difficult for children to go out and play.…”

Section: Discussionmentioning

confidence: 99%

Gender Differences in the Performance of Language Assessment Scale Trivandrum (LEST) in Children Aged Between Zero and Three Years

Ponvannan,

Chinnasami,

Vaishali

et al. 2024

Cureus

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Background The Language Assessment Scale Trivandrum (LEST) is a commonly used scale to assess the language development of children aged between zero and three years. The scale is commonly utilized in healthcare and community environments; however, there are no publicly available gender-specific standards that are used in the scale. The current study set out to examine gender disparities observed in the test and determine whether future accurate assessments will require the creation of separate LEST scales for boys and girls. Methodology A cross-sectional study was conducted among 198 children aged between zero and three years, with 99 girls and 99 boys. Parents of all eligible children after obtaining consent were interviewed, and the LEST scale was used to assess them in the form of a questionnaire. The LEST scale has 33 test items, which are used to test language development. Results There were substantial gender disparities between girls and boys. Boys had a delay in acquiring language milestones compared to girls, and the difference was significant. Overall, 27 girls out of 78 delayed children (34.6%) and 51 boys out of 78 delayed children (65.4%) had language delays with a significant p-value of 0.003. Conclusions Our study suggests that boys follow a different timeline for achieving language milestones compared to girls. These findings need to be validated with a larger study, and if found to have a significant difference, separate scales can be developed for boys and girls to assess language-acquiring skills.

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Language Learning in Outdoor Environments: Perspectives of preschool staff

Cited by 9 publications

References 20 publications

A forest‐based environment as a site of literacy and meaning making for kindergarten children

A forest‐based environment as a site of literacy and meaning making for kindergarten children

A Case Study of Preschool Children Using Props Outdoor

Gender Differences in the Performance of Language Assessment Scale Trivandrum (LEST) in Children Aged Between Zero and Three Years

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