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Pedagogies of outdoor spaces: an early childhood educator professional learning journey
journal contribution
posted on 2019-01-01, 00:00 authored by Llewellyn WishartLlewellyn Wishart, Liz RouseLiz RouseThis manuscript presents the findings of a study that explored how teachers’ perceptions of natural play learning environments were transformed through targeted professional learning (PL). Australia’s early childhood education and care (ECEC) policy outlines a responsibility for educators to ensure that outdoor learning spaces provide experiences in both built and natural environments. In response, many ECEC settings are redesigning outdoor spaces to provide for natural and open-ended affordances. Drawing from interview data collected over an 18-month period, this manuscript shares the story of three educators as they participate in targeted PL while engaging with the outdoor space. Findings show that prior to the PL, the educators focused on what they saw as limitations to the space. Engaging in the PL led to changed perceptions for the educators who felt more confident in their understandings of the value and benefits of nature-rich outdoor environments to support young children’s active play.
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Journal
Early child development and careVolume
189Issue
14Pagination
2284 - 2298Publisher
Taylor & FrancisLocation
London, Eng.Publisher DOI
ISSN
0300-4430Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2018, InformaUsage metrics
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