Outdoor Learning in the Early Years

Bilton, Helen

doi:10.4324/9780203860137

Cited by 95 publications

(83 citation statements)

References 0 publications

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“…Governments worldwide (UK, Canada, USA, Sweden, Wales) have acknowledged the importance of children's school play spaces as outdoor classrooms, leading to widespread policies to improve school grounds to enhance the quality of children's play (Tranter & Malone, 2004). Movement via play has been described as one of the most natural and powerful avenues of childhood learning (Bilton, 2002) and has been associated with improvements in a wide range of physical, cognitive and social development (Malone & Tranter, 2003;Tranter & Malone, 2004). A number of studies have undertaken school environmental interventions by implementing playground markings (Ridgers et al, 2007;Loucaides, Jago & Charalambous, 2009), greening projects (Dyment & Bell, 2008), extra playground equipment (Lopes, Lopes & Pereira, 2009), sporting equipment (Verstraete, Cardon, De Clercq, & De Bourdeaudhuij, 2006) and household items (Bundy et al, 2009) that have increased children's physical activity during school breaks.…”

Section: The Role Of the Physical Environment In Non-curricular Physimentioning

confidence: 99%

Moving Physical Activity Beyond the School Classroom: A Social-ecological Insight for Teachers of the facilitators and barriers to students' non-curricular physical activity

Hyndman

Telford

Finch

et al. 2012

AJTE

102

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Section: The Role Of the Physical Environment In Non-curricular Physimentioning

confidence: 99%

Moving Physical Activity Beyond the School Classroom: A Social-ecological Insight for Teachers of the facilitators and barriers to students' non-curricular physical activity

Hyndman

Telford

Finch

et al. 2012

AJTE

102

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“…Playing outdoor is more effective as learning strategy in stimulating children's development aspects and character values. According to Bilton (2010) outdoor area is a complete playing environment, which provides all the children needs, either the needs for the cognitive, linguistic, emotional, social or physic developing. So, the experience from outdoor activity is important component that can integrate head, heart and hand (Day &Midbjer 2007;Moyles 2007;White, 2008).…”

Section: Discussionmentioning

confidence: 99%

The Role of Wayang Golek as Prototype Model in Building Mega skill Characters of Children

Halimah¹,

Roni²,

Yuliariatiningsih

et al. 2017

Proceedings of the 3rd International Conference on Early Childhood Education (ICECE 2016)

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The Purpose of this study is to develop learning model prototype of building children's mega skill characters through creative-integrated curriculum in kindergarten. The media which is used in this study is wayang golek (Sundanese traditional puppets). This study is a preliminary study which is part of three research stages in research and development method. The data gathered authentically which inspires in developing model prototype based on the element of West Java traditional culture by using creative and integrative wayang golek characters. The result of the study shows that the using of wayang golek characters can give an inspiration to the children. Moreover, it gives an impact in increasing children's mega skills character. This learning model prototype hopefully can be the fundamental basis to produce the qualified learning model in developing mega skill characters in early age.

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“…Montessori, Frobel, Pestalozzi, McMillan ve Isaacs, who are early childhood education pragmatics, suggest that organizing rich environments that can provide necessary skills for both school and dayto-day life and letting them be free are effective in gaining problem-solving skills without any adult help (Bilton, 2010).…”

Section: Akamca Et Al 689mentioning

confidence: 99%