Focusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose for children's outdoor playful activity and the associated issues of pedagogy.
Focusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose for children's outdoor playful activity and the associated issues of pedagogy.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Mehmet Mart is Associate Professor at Necmettin Erbakan University in Türkiye and a research fellow at the University of Plymouth, UK. Georgia Gessiou is an Education Consultant who specializes in outdoor play and learning. Jane Waters-Davies is Associate Professor and Applied Research Lead in Education at the University of Wales Trinity Saint David, UK.
Inhaltsangabe
1. Editors' introductory chapter Part 1: Values - ways of being 2. Looking back, looking forward: themes and trends in research into outdoor play and learning 3. The power of play: sustainability as a value and how it is embedded in children's outdoor play and local identity 4. Decisive role of teachers and parents concerning outdoor activities Part 2: Power - ways of doing 5. Flourishing in the forest: The role of the adult in supporting autonomy in nature-based settings 6. Outdoor play opportunities in UK contexts and the impact of pedagogic action: using the empowerment framework to re-orientate outdoor play and learning provision towards children's empowerment. 7. "No teachers allowed": outdoor play and teachers' role - results from a Greek study Part 3: Transformation - ways of knowing 8. "Spiders, birds or olive trees?": an emergent curriculum in the outdoor spaces in israeli preschools and teacher education enhances children's meaningful learning 9. Meeting preschool curriculum guidelines through outdoor experiences in a public park 10. Community spaces for outdoor play, learning and citizenship 11. Editors' conclusion chapter
1. Editors' introductory chapter Part 1: Values - ways of being 2. Looking back, looking forward: themes and trends in research into outdoor play and learning 3. The power of play: sustainability as a value and how it is embedded in children's outdoor play and local identity 4. Decisive role of teachers and parents concerning outdoor activities Part 2: Power - ways of doing 5. Flourishing in the forest: The role of the adult in supporting autonomy in nature-based settings 6. Outdoor play opportunities in UK contexts and the impact of pedagogic action: using the empowerment framework to re-orientate outdoor play and learning provision towards children's empowerment. 7. "No teachers allowed": outdoor play and teachers' role - results from a Greek study Part 3: Transformation - ways of knowing 8. "Spiders, birds or olive trees?": an emergent curriculum in the outdoor spaces in israeli preschools and teacher education enhances children's meaningful learning 9. Meeting preschool curriculum guidelines through outdoor experiences in a public park 10. Community spaces for outdoor play, learning and citizenship 11. Editors' conclusion chapter
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