Examining the Quality of Outdoor Play in Chinese Kindergartens

Hu, Bi Ying; Ke-jian, LI; Marco, Allison De; Chen, Yuewen

doi:10.1007/s13158-014-0114-9

Cited by 17 publications

(14 citation statements)

References 22 publications

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“…There is a need to investigate more accurately whether and how teachers perceive the usefulness of OE to foster child development. It is also relevant to investigate how they promote outdoor activities, structure play and outdoor environments for different child age ranges, according to different environmental places (Hu et al, 2015). …”

Section: Introductionmentioning

confidence: 99%

Outdoor Education in Italian Kindergartens: How Teachers Perceive Child Developmental Trajectories

2018

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Outdoor Education (OE) refers to organized experiential education that takes place in the outdoor, characterized by action-centered and thematic learning processes. Literature shows how OE may have beneficial effects on different areas of child development, including cognitive abilities, social skills, and motor development. This relationship is not necessarily linear, but moderated by different variables. Until now, few studies have examined, using rigorous methods, the role of OE in children's development and studies of preschool aged children remain lacking. The current study aimed to explore teachers' perceptions of children's developmental trajectories over 2 school years, investigating whether teachers' perceptions differed between two kindergartens, one characterized by a consolidated OE approach and the other one characterized by a more traditional method of education. The sample was composed of 20 teachers, evaluating 93 children aged 3–5 (M = 46.95 months, SD = 6.73; 42 males): 13 teachers were from a traditional kindergarten (Traditional Group- TG) and evaluated 52 children; 7 teachers were from an OE kindergarten (Outdoor Group—OE) and observed 41 children. All the teachers completed the Kuno Beller Developmental Tables (Mantovani, 1995), in order to describe specific child developmental areas in 4 consecutive moments during 2 school years (T1-T2: January-May 2014; T3-T4: October 2014-May 2015). The 20 teachers also completed the “Outdoor Activities/Trips Diary,” an instrument created for this study to collect qualitative data on the characteristics of outdoor activities. Results showed that, in all the developmental areas, OE teachers perceived higher scores over time were found for the Outdoor Group compared to the Traditional one. Specifically, GLM ANOVAs Repeated Measures revealed a significant interaction of the 2 variables Time and Groups (p < 0.001): contrast analyses showed that OE children, compared to the TG children, were perceived by their teachers with higher levels in all developmental areas at T1 and T2, but not at T3 and T4. The findings suggest that the OE activites, compared to indoor ones and according to teachers' perceptions, offer greater opportunities to promote the child's development at different levels, especially when children are younger. Future studies are recommended analyzing possible moderating variables and long term effects of OE.

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Section: Introductionmentioning

confidence: 99%

Outdoor Education in Italian Kindergartens: How Teachers Perceive Child Developmental Trajectories

2018

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“…Bermain diluar ruangan dapat dianggap sebagai salah satu cara untuk membuat anak-anak lebih sehat dan aktif secara fisik (Fjørtoft, 2004;Lovasi et al, 2011). Sedangkan Hu et al (2015) juga sependapat dengan menyatakan bermain bebas di lingkungan luar adalah cara terbaik untuk mempromosikan perkembangan fisik ketika anakanak dibimbing untuk secara bebas bisa mengakses berbagai aktivitas yang menantang fisik. Lingkungan luar bukanlah lingkungan yang asing untuk anak.…”

Section: Pendahuluanunclassified

Permainan Estafet untuk Meningkatkan Kemampuan Motorik Kasar Anak Usia 5-6 Tahun

Tangse

Dimyati

2021

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Bermain menjadi salah satu cara anak belajar dan meningkatkan kemampuannya. Melalui bermain membuat anak jadi sehat secara fisik maupun psikis, membantu pertumbuhan dan perkembangan anak khususnya kemampuan motorik kasar. Tujuan penelitian ini ialah untuk mengetahui keefektifan permainan estafet sebagai salah satu kegiatan yang menggunakan fisik motorik dalam meningkatkan kemampuan motorik kasar anak usia 5-6 tahun. Permainan estafet ini memiliki 4 kegiatan bermain yang didalamnya terdapat kegiatan yang mengandung unsur motorik kasar. Penelitian ini menggunakan metode quasiexperiment dengan one group pretest-posttest design, dan melibatkan 15 anak disalah satu TK di Kabupaten Labuhanbatu Selatan pada bulan September 2020. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh penggunaan permainan estafet terhadap kemampuan motorik kasar anak usia 5-6 tahun. Kegiatan permainan estafet ini juga dapat menjadi salah satu acuan kegiatan pembelajaran dalam meningkatkan kemampuan motorik kasar anak di sekolah maupun diluar sekolah.

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“…The notion of play can be lost in this drastic change of roles and expectations (Whitebread and Coltman 2015). So, as several European nations move towards more literacy and numeracy orientated learning requirements of young children that demand practitioners' attention ahead of playbased learning (Wood and Hedges 2016), other nations such as China is introducing more play into the early years provision to promote creativity and independence (The Guardian 2015; Hu et al 2015).…”

Section: A Broader View Of School Readinessmentioning

confidence: 99%

A growing interest in early childhood’s contribution to school readiness

Needham

Ülküer²

2020

International Journal of Early Years Education

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's report on equality and education published in the mid-1960s (Coleman 1966) made a blunt statement that children, especially the 'non-white children' in the USA were not enjoying equal opportunities in education, as they were not coming to school 'ready'. Reading the report now, the race and class bias in system is very apparent; it sought to compensate for the perceived social-cultural-economic characteristics of the home and family environment that was emphasised as playing a decisive role in children's school achievement. The report concluded that in order for children to succeed in school, they needed to be prepared through preschool programmes, such as Head Start. The longitudinal success of Head Start in the USA reported by Weikart in the 1990s presented findings about the long-term situation for children who had participated in early education programmes (Gilford 2013). It showed improved school outcomes, improved career prospects, reduced social and health interventions in later life. This inspired many nations to invest more into early interventions and early childhood education, acquired a role, to 'prepare' children for school in order to help them succeed. With greater investment has come increased scrutiny, control and revised expectations of quality in early education. SureStart initiated in the UK in the late 1990s was an example of such political and pedagogical response towards achieving equality of education through early childhood education (Needham and Anning 2017). The longitudinal research legacy of both of these programmes emphasised the importance of the home learning environment together with access to a preschool pedagogy that balances both adult-lead and child-lead, play-based learning (Schweinhart 2013; Sylva et al. 2010). Nevertheless, the neoliberal political legacies in the USA, UK and elsewhere often prefer to extend more school-like experiences to children aged five and under (Sahlberg 2015; Moss and Urban 2020). Encouraged by research, many nations have committed to the idea that children who attend Early Childhood Education and Care (ECEC) are more likely to be successful when they start school than those who do not (OECD 2012, 2017). Children's readiness for school is frequently cited among governments' motives for this investment in the early years sector. 'How children are prepared for school?' continues to be a keenly debated political question in international forums where early child development seems to be increasingly perceived as a preparation for primary school (United Nations 2015). The Global Sustainable Development Goals (SDG), and Goal 4.2 in particular (United Nations 2015) establish Early Childhood Education (ECE) as a global target in order 'to prepare' children for school and to ensure that they are ready as well as able to 'learn', calling for at least one year of preschool education to be compulsory for all children in all member states. UNICEF (2019) advocates the impact of quality pre-primary education on completion rates and more successful progress in l...

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Examining the Quality of Outdoor Play in Chinese Kindergartens

Cited by 17 publications

References 22 publications

Outdoor Education in Italian Kindergartens: How Teachers Perceive Child Developmental Trajectories

Outdoor Education in Italian Kindergartens: How Teachers Perceive Child Developmental Trajectories

Permainan Estafet untuk Meningkatkan Kemampuan Motorik Kasar Anak Usia 5-6 Tahun

A growing interest in early childhood’s contribution to school readiness

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