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El. knyga: Taking the First Steps Outside: Under threes learning and developing in the natural environment

(University of Reading, UK), , (Early Childhood Teacher in Centro Social Infantil de Aguada de Baixo, Portugal)
  • Formatas: 168 pages
  • Išleidimo metai: 10-Nov-2016
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781317418481
Kitos knygos pagal šią temą:
Taking the First Steps Outside: Under threes learning and developing in the natural environmentDidesnis paveikslėlis
  • Formatas: 168 pages
  • Išleidimo metai: 10-Nov-2016
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781317418481
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Can one be too young to play outside? This unique and compelling book charts the experiences of a group of under-three-year-olds as they explore their natural outdoor environment, followed by caring and attentive adults. It deconstructs the myths that underestimate under threes and celebrates the importance of connecting children with the natural world and the influence of positive relationships in this early stage of life.

Taking the First Steps Outside draws on all aspects of working outdoors, focusing on different steps of the project, main achievements and obstacles, implemented strategies and benefits for the development of young children. Features include:











Stunning photographs of children exploring the outdoor environment, who are interested, thoughtful, persistent and successful





Detailed descriptions of real events, illustrating how the outdoor space can be an educational context for under threes





Insight into the role of the adult, as they observe and reflect upon childrens learning





Advice on choosing the right resources and facilities to create a good outdoor learning environment for the young child





Advice about risky play and promoting challenging and positive opportunities in the natural environment





Guidance on how to set up an outdoor project for children under three

Written to support all students, teachers, practitioners and managers working with under threes, this essential guide will help you to develop your knowledge, build confidence and gain the ability to co-explore outdoors with children.

Recenzijos

"The majority of the books about outdoor education are aimed at children over three-years-old. This book seeks to address the balance by following a group of children younger than three as they fully explore and interact with the natural world in the company of attentive and supportive adults." - Neil Henty, EYE

"Can one be too young to play outside? Of course not, as this book clearly shows. It follows the experiences of a group of under-three-year-olds as they explore their natural outdoor environment, followed by caring and attentive adults. It deconstructs the myths that underestimate under threes and celebrates the importance of connecting children with the natural world and the influence of positive relationships in this early stage of life. The real-life experiences the book reflects should encourage everyone to get young children outside as much as possible. Features include: Stunning photographs of children exploring the outdoor environment, who are interested, thoughtful, persistent and successful - these are really inspiring; Detailed descriptions of real events, illustrating how the outdoor space can be an educational context for under threes; Insight into the role of the adult, as they observe and reflect upon childrens learning; Advice on choosing the right resources and facilities to create a good outdoor learning environment for the young child; Advice about risky play and promoting challenging and positive opportunities in the natural environment; Guidance on how to set up an outdoor project for children under three. Written to support all students, teachers, practitioners and managers working with under threes, this essential guide will help you to develop your knowledge, build confidence and gain the ability to co-explore outdoors with children." - Sarah Brew, Parents in Touch

"The authors genuine love of the outdoors and passion for enriching the learning environment by allowing children freedom to explore the natural world is communicated throughout this book, and is what makes this such a fantastic resource. It is, arguably, essential reading for all of us who play a part in supporting the learning and development of the under threes on a daily basis." - Helen Reeve, TACTYC

Dedication and acknowledgements viii
Introduction ix
Under threes learning outside ix
Why this book is important ix
Chapter summaries x
Inspiring practice xi
1 The story behind the book
1(17)
The setting
1(5)
The project
6(1)
Overcoming difficulties
7(1)
Parents
8(1)
Adult role
9(1)
Reflection and evaluation as a means to change
9(1)
How the children changed
10(1)
Young children developing
11(1)
Our story, our experience
12(6)
2 Awaking for Nature
18(21)
Summary
18(1)
The natural world
19(1)
Sensory experiences
19(2)
Loving the natural world
21(1)
Children's and adults' stories -- theory into action
21(1)
From birds to ants, there is so much to discover!
21(1)
Look to the sky
22(7)
Look to the ground
29(3)
Joy in all weathers
32(1)
Green life, multiple colours
33(3)
Growing plants
36(2)
Myths about under threes
38(1)
Young children need to be constantly entertained
38(1)
3 Play in the natural world
39(19)
Summary
39(1)
Discovery and understanding
40(2)
Becoming stronger
42(1)
Working together
43(1)
Children's and adults' stories -- theory into action
44(1)
The bigger and heavier, the better
44(2)
Play with the unexpected
46(3)
Water and soil --- the top two ingredients of natural play
49(5)
Collecting minibeasts and plants
54(3)
Myths about under threes
57(1)
Young children cannot focus on one activity for a long time
57(1)
4 Becoming safe through taking risks
58(18)
Summary
58(1)
Defining risk
58(1)
Adults' perception of risk
59(2)
Why risk is important
61(2)
Children's and adults' stories -- theory into action
63(1)
To see the world from a higher level
63(1)
The tree house
63(2)
Going up and down the hill
65(3)
There is always a first time
68(1)
Out of the adult's sight
68(3)
Using swords and guns
71(2)
When the risk is not worth taking
73(1)
Myths about under threes
74(1)
Children are not capable of evaluating risk
74(1)
Every time a child faces a problem the adult should immediately help
75(1)
5 Companionship and shared experiences
76(19)
Summary
76(1)
Social development
77(1)
A dynamic and enabling environment
78(1)
Shared understanding
79(2)
A sense of belonging and connectedness
81(1)
Children's and adults' stories -- theory into action
82(1)
Building bridges
82(2)
Who is responsible for the watering can?
84(2)
Family and friends
86(1)
Guess who is
87(2)
Adults as companions
89(4)
Myths about under threes
93(1)
Young children cannot focus on the same activity for a long period of time
93(1)
Young children are not capable of playing with each other cooperatively because they will easily enter into conflicts
94(1)
6 Adults thinking about children
95(25)
Summary
96(1)
An interview with Gi
96(1)
Why did you start this project?
97(2)
Points to note when embarking on such a project
99(1)
Research evidence
99(1)
Is there any theoretical framework that inspires and guides your action?
100(3)
Points to note when considering the theories behind the practice
103(1)
Research evidence
104(1)
When you first started this project what were your main concerns?
105(2)
Points to note when considering your concerns about such a project
107(1)
Research evidence
107(1)
How would you describe your relationship with the families? How did you enable the parents to be happy about their children exploring outdoors?
108(4)
Points to note when considering parents
112(1)
Research evidence
113(1)
How do you deal with accidents? How do you manage risk?
113(3)
Points to note when considering safety outside
116(1)
Research evidence
116(1)
How did you improve your work -- day in, day out?
116(2)
Points to note when considering the adult's role
118(1)
Research evidence
118(2)
7 Resources and facilities
120(25)
Summary
120(1)
Planning the outdoor space -- key points
120(1)
Dynamics of the environment
120(2)
Sustainability
122(1)
Inclusion
123(1)
Participation
123(1)
Time
124(1)
Resources for playing, exploration and discovery
125(7)
Fixed structures as areas for socialisation and physical challenges
132(1)
Storage, transport and comfort
132(6)
The relationship between the indoor and outdoor environments
138(4)
Other spaces and resources
142(3)
Conclusion 145(2)
Bibliography 147(4)
Index 151
Helen Bilton is Associate Professor of Education at the University of Reading, UK.

Gabriela Bento is an educational psychologist and PhD student at the University of Aveiro, Portugal.

Gisela Dias is an early childhood teacher with a great deal of experience in working with children under three in Portugal.
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