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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 Rouse
This 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.

History

Journal

Early Child Development and Care

Volume

189

Pagination

2284-2298

Location

London, Eng.

ISSN

0300-4430

eISSN

1476-8275

Language

English

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2018, Informa

Issue

14

Publisher

ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD