Evaluating the impact of teacher-designed, wellbeing and sustainability play-based learning experiences on young children’s knowledge connections: A randomised trial

Morris, Heather, Edwards, Susan, Cutter-Mackenzie, Amy, Rutherford, Leonie, Williams-Smith, Janet and Skouteris, Helen 2018, Evaluating the impact of teacher-designed, wellbeing and sustainability play-based learning experiences on young children’s knowledge connections: A randomised trial, Australasian journal of early childhood, vol. 43, no. 4, pp. 33-42, doi: 10.23965/AJEC.43.4.04.

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Title Evaluating the impact of teacher-designed, wellbeing and sustainability play-based learning experiences on young children’s knowledge connections: A randomised trial
Author(s) Morris, Heather
Edwards, Susan
Cutter-Mackenzie, Amy
Rutherford, LeonieORCID iD for Rutherford, Leonie orcid.org/0000-0003-3940-3379
Williams-Smith, Janet
Skouteris, Helen
Journal name Australasian journal of early childhood
Volume number 43
Issue number 4
Start page 33
End page 42
Total pages 9
Publisher Early Childhood Australia
Place of publication Canberra, A.C.T.
Publication date 2018-12
ISSN 0312-5033
Keyword(s) early childhood education
digital media
healthy eatiing
play
funds of knowledge
Social Sciences
Education & Educational Research
CHILDHOOD
OBESITY
FOOD
EXPOSURE
FUNDS
Summary This paper reports findings from a randomised investigation into the effect of teacher-designed play-based learning experiences on preschool aged children’s knowledge connections between wellbeing concepts like healthy eating and active play, and sustainability. The investigation used a ‘funds of knowledge’ theoretical framework to situate young children’s interests in digital media and popular-culture, as a site for learning these knowledge connections. The findings suggest that the intervention group children created more wellbeing and sustainability knowledge connections than the wait-list control group children. Additionally, intervention group children demonstrated an increase in vegetable serves and decreased unhealthy food servings post-intervention (measured by parent report). The paper suggests that more attention should be paid to the capacity of early childhood teachers to actively build children’s knowledge about wellbeing and sustainability concepts through play-based learning, over top-down approaches toward obesity education and prevention alone.
Language eng
DOI 10.23965/AJEC.43.4.04
Field of Research 1301 Education Systems
1303 Specialist Studies In Education
1701 Psychology
HERDC Research category C1 Refereed article in a scholarly journal
Grant ID DP140100938
Persistent URL http://hdl.handle.net/10536/DRO/DU:30117118

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Communication and Creative Arts
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