Assessing learning in the early years’ outdoor classroom: examining challenges in practice

Davies, Ruth; Hamilton, Paula

doi:10.1080/03004279.2016.1194448

Cited by 21 publications

(20 citation statements)

References 24 publications

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“…It can be difficult for teachers to overcome this conflict within the realities of their ruling educational system. In this light, several studies stress the importance of a fundamental shift to recognize outdoor learning as a legitimate form of learning and an important part of core competencies of teachers (Dyment, 2005;Davies and Hamilton, 2018).…”

Section: Barriers To Realizing Outdoor Learning In the Green Schoolyardmentioning

confidence: 99%

Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers

et al. 2020

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With a growing number of primary schools around the globe greening their schoolyards, opportunities arise to realize outdoor learning in natural areas on the school's premises. Despite their promising potential, green schoolyards as outdoor learning environments remain mostly unintegrated in teachers' educational practices. In the current study, teachers of five primary schools in Netherlands were followed for two consecutive years during a participatory action research project. Based on their experiences in this project, teachers identified barriers when integrating the green schoolyard as a learning environment and found practice-based solutions to overcome these barriers. Across schools, a total of 20 meetings were organized, with 75 teachers participating in the project. Results revealed four broad themes encompassing barriers and solutions. Teachers feel hindered by outdoor learning having no formal status in their current educational practice, experience barriers related to a lack of confidence in their own outdoor teaching expertise, find it difficult to get started, and experience barriers related to physical constraints. Teachers, professionals, and researchers together found solutions to overcome each specific barrier. These solutions can be translated to general recommendations: just do it, get educated and inspired, engage in real-life experiences, get an outdoor pedagogical mindset, and follow a tailored process. The findings can be used by primary schools and other institutions to develop interventions that support teachers to further integrate the green schoolyard as a learning environment.

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Section: Barriers To Realizing Outdoor Learning In the Green Schoolyardmentioning

confidence: 99%

Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers

et al. 2020

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“…This process is called scaffolding when children learn with the help of adults. It is important for the adult to support children's learning as it is always critical and support their development by asking the appropriate questions with good explanations and materials (Davies, & Hamilton, 2018;Maynard, & Waters, 2007). Abdul Halim Masnan et al (2018) stated that learning occurs when children are given words and idea as well as questions that will lead to their exploration.…”

Section: Discussionmentioning

confidence: 99%

“…They need real and relevant experiences, with lots of handling, direct contact and playful exploration of materials (Sugiyama, Sahaf, Masters, Okely, Moore, 2010;White, 2014). The best and most permanent type of learning is learning by experience (Acar, 2013;Davies, & Hamilton, 2018).…”

Section: Introductionmentioning

confidence: 99%

The knowledge of basic survival skills among preschool children

2020

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This study aims to understand the knowledge of basic survival skill activities among 6 years old children. This study employs qualitative method with case study design in which interview, observation and document analysis are part of the data collection for this study. The samples of the study are 10 children of 6 years old participated in the outdoor survival activities and a teacher is interviewed to support the data of the study. The findings of the study report that there are differences in pre-post-test conducted and the outdoor survival activities are created and adapted in line with the ability and development of 6 years old children. This study implies that children have lack of knowledge about basic survival skills activities and need to be exposed among children. Thus, this study has provided valuable insights into basic survival activities among children in order to help them improve their knowledge skills

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“…This centralized education system is important to ensure that the implementation of Higher Order Thinking Skills (HOTS) is effective. HOTS is based on Bloom's Taxonomy which has six levels of cognitive development and can be clearly categories into low-level thinking skills which consist of remembering, understanding and applying while high level thinking skills is analyzing, evaluating and creating (Davies, & Hamilton, 2018). However, the extent to which HOTS's Early Education based on the preschool is still in insufficient condition.…”

Section: Higher Order Thinking Skillsmentioning

confidence: 99%

Preschool Nature Education Module for Preschool Teachers Activities

Masnan¹,

Manja²,

Zain³

et al. 2021

IJARPED

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The purpose of this study was to develop the Preschool Nature Education Module (PreNEM) based on Higher Order Thinking Skills (HOTS) as a professional exercise and guide for preschool teachers to undertake teaching and learning related to the environment. The process of developing the module involved three phases, which were the phase of needs analysis of the module elements, the module development phase, and the module implementation and evaluation phase. The developed module encompassed based on HOTS in the Malaysian Nature Education in Preschool (MyNEPs). Program in the components of weather, flora, fauna, insects and microbes for children to face the environment, environmental care and independence of life. This qualitative study involved four excellent preschool teachers who had at least 10 years of teaching experience as well as the quantitative study involved 29 children from four preschools in Selangor state, Malaysia. The research found that preschool teachers had great knowledge on preschool nature education, however, they lacked the skills and attitudes to implement teaching and learning based on HOTS. The teaching and learning implementation results using the PreNEM based on HOTS helped to increase the teaching skills of preschool teachers and increase knowledge, skills and the attitudes of children towards the MyNEPs program.

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Assessing learning in the early years’ outdoor classroom: examining challenges in practice

Cited by 21 publications

References 24 publications

Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers

Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers

The knowledge of basic survival skills among preschool children

Preschool Nature Education Module for Preschool Teachers Activities

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