What's so interesting outside? A study of child‐initiated interaction with teachers in the natural outdoor environment

Waters, Jane; Maynard, Trisha

doi:10.1080/1350293x.2010.525939

Cited by 88 publications

(33 citation statements)

References 17 publications

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“…Specific features of the new approach are the requirements to build the curriculum, in part, from the interests of the child (DCELLS 2008a, 6) and to use the outside space as a learning environment (DCELLS 2008a, 4;Waters and Maynard 2010). The Foundation Phase is for children aged from three to seven years so reception class, year one and year two children are protected from the impact of the more prescriptive approaches associated with Key Stage 1 of the National Curriculum by affording them more informal learning experiences (Maynard 2007).…”

Section: Resultsmentioning

confidence: 99%

The Foundation Phase in Wales – a play-based curriculum that supports the development of physical literacy

et al. 2016

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In 2008, the Welsh Assembly Government began the implementation of a new holistic play-based learning continuum for children aged three to seven called the Foundation Phase. Areas of learning replaced subjects and consequently pupils in Wales under the age of seven no longer study Physical Education in its traditional form. With growing recognition of the importance of physical literacy and the role that Physical Education plays in its development, a three-phase complementarity mixed methods study explored the impact of this new curriculum on pupils' physical literacy, finding that the Foundation Phase makes a positive contribution to the development of physical literacy. This paper reports on two phases of that study to examine what the Foundation Phase is and how it is enacted in schools that have been identified as showing good practice. Phase one used documentary analysis and semi-structured interviews to gain an in-depth analysis of the curriculum. Phase two used mixed methods to ascertain fidelity of curriculum implementation. Findings suggest that the schools in the study were implementing the Foundation Phase with fidelity to the original aims of the policy makers and as such pupils were independent, motivated active learners making good progress in the development of physical literacy. ARTICLE HISTORY

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Section: Resultsmentioning

confidence: 99%

The Foundation Phase in Wales – a play-based curriculum that supports the development of physical literacy

et al. 2016

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“…A novel approach to understanding context was taken by Waters and Maynard in their study of child–teacher interactions in outdoor spaces (Waters & Maynard, 2010). Although this study is not directly concerned with a school-based LPP intervention, it is noteworthy for the methodology the researchers used to gain an insight into children’s perspectives.…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development

Gibson

Cornell

Gill

2017

School Mental Health

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Loose parts play (LPP) interventions introduce moveable materials and equipment to children’s play spaces to facilitate unstructured, child-led play. Meta-analysis of previous school-based research has shown significant benefits of LPP for physical activity. In the current paper, we review the scope and quality of the quantitative evidence relating to cognitive, social and emotional outcomes. We conducted a systematic search of the literature on LPP interventions for primary school-aged children which used quantitative outcome indicators for cognitive, social and/or emotional development. Studies were screened for inclusion by two independent researchers and reviewed for content, relevant outcomes and quality indicators. Five studies met the review inclusion criteria. Two studies used a randomised controlled trial design, two studies used quasi-experimental design, and one used an observational design. Outcomes measured focused mainly on social development. With the exception of enjoyment, school satisfaction and self-esteem, emotional outcomes were almost entirely absent. No measures of cognitive or academic outcomes were found. For the studies using control groups, few differences between groups were reported, although one study found increased happiness at school and increased odds of reporting being pushed/shoved at playtime associated with intervention. Null results were found for peer acceptance, relational bullying, social competence, social skills, peer group size and psychosocial quality of life. In the non-controlled study, there were observed increases in co-operative play. There is insufficient high-quality, quantitative, empirical evidence available to determine whether or not LPP interventions have an impact on children’s cognitive, social and emotional development. We conclude our review with some recommendations which we hope will assist future research in this promising field.

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“…Outdoor learning environments and the pedagogical practices associated with them have been recognised in the past as conducive to AS (Barrable and Arvanitis 2019;Maynard 2007;Wurdinger and Paxton 2003). The affordances of the natural environment, including a great variety of flexible and open-ended play items, such as naturally occurring loose parts, offer an ideal space for child-led exploration and play (Barrable and Arvanitis 2019), as well as enhanced opportunities for deep adult-child interactions that are child-initiated and responsive to the child's own interests (Waters and Maynard 2010). These child-led interactions, as well as the provision of space and time for child-led play and exploration, can be seen as the manifestation of autonomy supportive practice in early childhood education.…”

Section: Introductionmentioning

confidence: 99%

Shaping space and practice to support autonomy: lessons from natural settings in Scotland

Barrable

2019

Learning Environ Res

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In the present paper, I explore some of the concrete manifestation of autonomy support in natural childcare and early childhood education settings, under the organising framework of self-determination theory. More specifically, I present the ways in which early childhood educators shape the space of natural settings and use the affordances of the natural environment to promote autonomy in children aged 3-8 years. The practices presented are a result of direct observation in several Scotland-based outdoor settings, observations and organic conversations with educators in outdoor and forest kindergartens. Hopefully the practices and spaces presented in this paper can be of use by educators and setting managers who aim to support autonomous learning and intrinsic motivation in their pupils in outdoor natural early years' settings.

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What's so interesting outside? A study of child‐initiated interaction with teachers in the natural outdoor environment

Cited by 88 publications

References 17 publications

The Foundation Phase in Wales – a play-based curriculum that supports the development of physical literacy

The Foundation Phase in Wales – a play-based curriculum that supports the development of physical literacy

A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development

Shaping space and practice to support autonomy: lessons from natural settings in Scotland

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