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. Attached Files Name Description MIMEType Size Downloads 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, 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 Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 25 Jan 2019, 11:31:24 EST Sat, 26 Jan 2019, 04:00:39 EST Tue, 29 Jan 2019, 07:10:35 EST Wed, 30 Jan 2019, 05:08:55 EST Sat, 23 Mar 2019, 01:30:25 EST Mon, 25 Mar 2019, 10:10:30 EST Mon, 25 Mar 2019, 10:24:32 EST Mon, 25 Mar 2019, 10:26:17 EST Sat, 01 Jun 2019, 02:32:30 EST Wed, 05 Feb 2020, 05:38:05 EST Sat, 27 Feb 2021, 19:35:23 EST Filtered Full Citation counts:   Cited 2 times in TR Web of Science Cited 2 times in Scopus Search Google Scholar Access Statistics: 403 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Fri, 25 Jan 2019, 11:31:24 EST