Indoor and Outdoor Play in Preschool Programs

Kroeker, Julia

doi:10.13189/ujer.2017.050413

Cited by 8 publications

(4 citation statements)

References 6 publications

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“…À ce jour, la majorité des études desquelles sont tirées la plupart des données liées à l'engagement des enfants s'inscrivent dans des contextes éducatifs conventionnels, comme à l'intérieur d'un local en service de garde éducatif et d'une classe d'éducation préscolaire (McWilliam et Casey, 2008;Vitello et al, 2012). Très peu d'études ont par exemple examiné l'engagement des enfants dans des environnements extérieurs (Kroeker et al, 2017;Vitiello et al, 2012). Pourtant, le milieu extérieur représente une part de plus en plus grande du quotidien des tout-petits, et ce, partout à travers le Québec.…”

Section: L'engagement De L'enfantunclassified

“…De plus, à notre connaissance, l'outil inCLASS n'avait encore jamais été utilisé en MN, en contexte d'ÉPN. Cela pousse néanmoins à nuancer ces résultats, puisque l'outil n'a pas été élaboré au regard d'un tel contexte, à l'exception d'une cour extérieure (Kroeker, 2017;Vitiello et al, 2012). Rappelons que l'ÉPN diffère de l'exposition des enfants à un milieu extérieur telle une cour aménagée, dans la perspective où elle s'ancre notamment dans une pédagogie émergente, la présence de matériel naturel libre et polyvalent, etc.…”

Section: Limites De L'étudeunclassified

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« Un bouillon pour le yéti ! » : portrait de l’engagement d’enfants de 3 à 5 ans fréquentant des CPE oeuvrant en éducation par la nature

Couttet,

Bouchard,

Leboeuf

2023

Revue internationale de communication et socialisation

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Cette étude vise à brosser un portrait de l'engagement d'enfants âgés de 3 à 5 ans en éducation par la nature, lors de sorties en milieu naturel. Ce portrait est dégagé à partir d'observations effectuées avec l'outil Individualized Classroom Assessment Scoring System (inCLASS) et d'entretiens réalisés auprès des éducatrices de ces enfants. Les résultats des observations montrent que l'engagement dans les apprentissages, d'un niveau moyen-élevé, est le domaine dont le score s'avère le plus élevé chez les enfants. Ce domaine est également celui qui ressort le plus des propos des éducatrices, en plus d'être relié à l'engagement envers les pairs, d'un niveau moyen-faible. Les données dévoilent aussi un faible niveau d'engagement envers l'adulte. Parallèlement, les éducatrices déclarent que les enfants les sollicitent peu en milieu naturel, notamment parce qu'ils se montrent autonomes dans leurs explorations et leurs jeux. Ces résultats sont discutés sous l'angle de l'apport de l'éducation par la nature à l'engagement des enfants.

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Section: L'engagement De L'enfantunclassified

Section: Limites De L'étudeunclassified

« Un bouillon pour le yéti ! » : portrait de l’engagement d’enfants de 3 à 5 ans fréquentant des CPE oeuvrant en éducation par la nature

Couttet,

Bouchard,

Leboeuf

2023

Revue internationale de communication et socialisation

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“…Movement play during outdoor play sessions encourages children to practice gross and fine motor skills. Kroeker (2017) argues that outdoor and indoor play can be complementary, as each environment exposes children to different conditions. Kroeker (2017) also highlights the significance of child-initiated play to promote skill development.…”

Section: Adventure Activities In Early Childhoodmentioning

confidence: 99%

Teaching Outdoor Adventure Activities in Preschools: A Review of Creativity and Learning Development

Kouthouris

2021

IJLD

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Creativity is a significant part of all aspects of childhood growth and development, including learning. Adventure play has been identified as a key component of early childhood, and it presents a variety of challenges and opportunities to educators, parents and children. This study explores the current state of knowledge of preschool outdoor adventure activity teaching and its impact on learning and creativity. The review reveals that adventure play boosts creativity and learning development in preschool children. Through a review of current literature, this paper discusses the importance of adventure activities in early years, the role of risk in creativity and learning development and the appropriateness of outdoor and adventure activity teaching methods. The paper concludes with an examination of gaps in existing knowledge and a discussion of the challenges to outdoor adventure activities from both parents and children. It recommends that schools, kindergartens and other institutions organize events, such as conferences, to educate parents and teachers on the role of outdoor adventure play in enhancing children’s learning abilities and creative thinking.

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“…Oyunların gelecek kuşaklara aktarılması için emek veren insanların bulunmasına rağmen, oyunun eğitimdeki yerinin incelenmesi, bir bilimsel çalışma alanı ve konusu olarak ele alınması son otuz yıldaki zaman diliminde gerçekleştirilmiştir (Adıgüzel, 2014, s. 258). Çocuk gelişiminin en önemli basamaklarından olan okul öncesinde de oyunun önemi üzerine farklı araştırmaların olduğu görülmektedir (Ahioğlu, 1999;Akınbay, 2014;Banerjee, Alsalman ve Alqafari, 2017;Erbay ve Durmuşoğlu Saltalı, 2012;Ergin ve Ergin, 2017;Gül, 2006;Güler, 2015;Kroeker, 2017;Li, Hestenes ve Wang, 2016;Metin Aslan, 2013;Şener, 1996;Tsai, 2017;Veiga, Neto ve Rieffe, 2016). Brosterman'e (1997) göre oyun, anaokulundaki he-deflere ulaşabilmek için birinci derecede önemlidir ve tüm anaokulu etkinlikleri, dans, bahçe işleri, şarkı söyleme, hikâye okuma oyundur; oyun sistemin çalışmasını sağlayan, onu ileri götüren bir makine gibidir (Akt.…”

Section: Introductionunclassified

Okul Öncesi Çocukların Oyunlara Yansıttıkları Sorunların Değerlendirilmesi

Türk

Kartal

Arslan

2018

OPUS Uluslararası Toplum Araştırmaları Dergisi

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In this study, the opinions of the teachers about the problems that the preschool children reflect on the games were investigated. Research has been based on phenomenological (qualitative) design from the qualitative research methods. The study group was selected according to convenience sampling based on the purposive sampling in non-probabilty sampling methods. The study group consists of 19 teachers who work in preschool institutions affiliated to the Ministry of National Education in Mus city. The data were collected via semi-structured interview forms. In this framework semi-structured interviews were carried out with teachers and the data obtained were subjected to content analysis. According to the results obtained in the research, teachers thought that children reflect various problems in their games. Teachers thought that the education of the parents is effective in the problems that the students reflect on their games. Theachers also thought that children who were cared by their families have improved themselves in terms of self-confidence when playing games. Teachers thought that the behavior of children in their games is indirect or directly influenced from the income situation of the parents. They stated that it would be more effective to give them duties and responsibilities in order to socialize and activate children more in games and also to support this situation with material spiritual reinforcements. In this context, it can be suggested that teachers follow different sources and studies in which they develop themselves in terms of classroom management. In rural areas it may be suggested to undertake joint project studies on family education with the participation of experts from the Ministry of National Education, psychological counseling and guidance and preschool education, under the leadership of universities. It can be suggested to arrange to work on school day as a family-child-teacher play day on a day or a day of the week and more attention can be given to group games as well.

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Indoor and Outdoor Play in Preschool Programs

Cited by 8 publications

References 6 publications

« Un bouillon pour le yéti ! » : portrait de l’engagement d’enfants de 3 à 5 ans fréquentant des CPE oeuvrant en éducation par la nature

« Un bouillon pour le yéti ! » : portrait de l’engagement d’enfants de 3 à 5 ans fréquentant des CPE oeuvrant en éducation par la nature

Teaching Outdoor Adventure Activities in Preschools: A Review of Creativity and Learning Development

Okul Öncesi Çocukların Oyunlara Yansıttıkları Sorunların Değerlendirilmesi

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