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| Author | : Ingunn Fjørtoft |
| Publisher | : |
| Total Pages | : |
| Release | : 2000 |
| Genre | : |
| ISBN | : 9788250203549 |
| Author | : Tim Waller |
| Publisher | : SAGE |
| Total Pages | : 707 |
| Release | : 2017-06-19 |
| Genre | : Education |
| ISBN | : 1526415518 |
There has been a growing academic interest in the role of outdoor spaces for play in a child′s development. This text represents a coordinated and comprehensive volume of international research on this subject edited by members of the well-established European Early Childhood Education Research Association Outdoor Play and Learning SIG (OPAL). Chapters written by authors from Europe, North and South America, Australasia and Asia Pacific countries are organised into six sections: Theoretical Frameworks and Conceptual Approaches for Understanding Outdoor Play & Learning Critical Reflections on Policy and Regulation in Outdoor Play & Learning Children′s Engagement with Nature, Sustainability and Children′s Geographies Diverse Contexts and Inclusion in Children′s Outdoor Play Environments Methodologies for Researching Outdoor Play and Learning Links Between Research and Practice
| Author | : Gil-Madrona, Pedro |
| Publisher | : IGI Global |
| Total Pages | : 511 |
| Release | : 2022-05-06 |
| Genre | : Education |
| ISBN | : 1799896226 |
Motor games are incredibly useful in enhancing education and developing critical skills; they can entertain, produce pleasant emotions, improve moods, and increase the level of relationships. Motor games allow social, emotional, and cognitive development as well as the acquisition of motor skills such as knowledge and mastery of body, postural control and adjustment, and improvement of coordination. However, it is essential to select the appropriate game for each context to achieve the desired learning in all students. Further research on the opportunities, challenges, and future directions of motor games in education is necessary to successfully implement them. The Handbook of Research on Using Motor Games in Teaching and Learning Strategy presents significant advances in motor game education and collects research evidence that uncovers the certainties and testifies to the educational power of motor games in various situations and specific contexts that promote the learning of participants. Covering topics such as emotional physical education and educational mediation, this major reference work is ideal for researchers, academicians, educators, practitioners, and students.
| Author | : Trisha Maynard |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 178 |
| Release | : 2014-06-16 |
| Genre | : Education |
| ISBN | : 0335263399 |
Outdoor play is a significant and essential aspect of a young child's development and enjoys a renewed emphasis in early years practice, in keeping with the core principles embedded within the early years tradition. However, this emphasis may sit uneasily alongside a requirement to focus on the development of literacy and numeracy skills and supporting outdoor play can raise a number of thorny issues such as freedom, safety and risk. This book challenges the reader to consider: Why outdoor play is seen to be of significance within early childhood Whether this view is justified (what are the benefits of outdoor play?) The implications for practitioners who may be facing conflicting pressures in their work with young children In particular, the writers skilfully blend theory, research and practical guidance to address three important issues: What constitutes 'good' outdoor provision for young children and babies? How do we respect and respond to the young child in outdoor provision? How do we support risky play within the bounds of a statutory curriculum or regulatory regime? Incorporating chapters from internationally renowned authors working in this field, this book is recommended both for practitioners involved in early years education and care and for students at foundation, degree and post-graduate levels. "This is a thought provoking book that draws on research to encourage the reader to reflect on the essence of outdoor play in early childhood. Recognising that within our society assumptions are made about outdoors and about childhood, this book challenges the reader to reflect on outdoor provision from a number of perspectives. The outdoor environment matters to young children. This book not only makes the case for outdoor play, it considers what that actually looks like in the UK and internationally, and asks us to reflect on the implications for our own working practices. Maynard and Waters set out to provoke critical reflection and inspire practitioners; they have certainly achieved their aim and this book is a welcome addition to the debate about outdoors in the early years." Gail Ryder Richardson, Early Years Consultant and Trainer, Outdoor Matters! Contributors: Valerie Huggins, Sara Knight, Helen Little, Trisha Maynard, Ellen Beate Hansen Sandseter, Alison Stephenson, Helen Tovey, Sue Waite, Jane Waters, Jan White, Karen Wickett, Helen Woolley and Shirley Wyver.
| Author | : Kaivo Thomson |
| Publisher | : Tallinn University Press |
| Total Pages | : 277 |
| Release | : 2010 |
| Genre | : Education |
| ISBN | : 9985587049 |
“Connecting Paradigms of Motor Behaviour to Sport and Physical Education” presents recent articles that examine theoretical and empirical research on the learning and teaching of motor skills. The development of the book is based on the effect of synergism – a phenomenon whereby the cooperative interaction of multiple psychological, pedagogical, and biological ideas, drawn from the systemic model, produces an outcome that is superior to that which could be expected from knowledge derived from the independent contributions of these disciplines. For students, researchers and teachers working in the fields of sports and physical education, this book should promote a deeper understanding of previous knowledge, and provide exposure to ideas that frame new perspectives related to the acquisition of skills and motor learning.
| Author | : Ole Fredrik Lillemyr |
| Publisher | : IAP |
| Total Pages | : 244 |
| Release | : 2013-09-01 |
| Genre | : Social Science |
| ISBN | : 1623964172 |
This book brings together an international group of researchers reporting on their work about play and early childhood education across 13 countries – Norway, Sweden, Denmark, England, Germany, Hong Kong, United States of America, India, The Maldives, Sri Lanka, Singapore, China and Australia. It contributes to growing international conversations about play and the role of play in early childhood education. Each of the chapters in this anthology reflects different directions in research as well as a range of approaches to reconceptualising play. Each researcher questions assumptions underpinning young children’s play and early childhood education and explores the implications of these questions for further research, practice and policy. Chapters report a wide range of innovative and transformative research, focusing on areas such as the play of infants and toddlers, the role of values in play, the complexity of connections between play and learning, motivation, the role and understandings of early childhood educators in promoting children’s play, risky play and the impact of Westernised approaches to play in different contexts. This book argues for the importance of children’s play at a time when there is a great deal of pressure to increase the academic focus of early education and to eliminate play that could be deemed risky. Several authors note moves towards pedagogies of play and explore the potential links between play and learning in early education settings. The research reported in this book is a timely reminder of the value of play, for and of itself, as well as the learning potential of play. It provides a pathway into the debates about the role and value of play in early years education for students, researchers and policy-makers.
| Author | : Tim Waller |
| Publisher | : SAGE |
| Total Pages | : 266 |
| Release | : 2009-02-18 |
| Genre | : Education |
| ISBN | : 1446241270 |
'This is an interesting, comprehensive and up-to-date book, which will be useful not just for students, but for experienced practitioners who want to gain a broader, more strategic understanding of the development of early childhood services' - Early Years Update 'This is a stimulating, well-structured book with excellent references to further relevant research. I am confident students will find this a meaningful key text in their study of early childhood, early years leadership and every aspect of early years education and practice' - Denise Corfield, Edge Hill University Covering the major themes of early childhood education and care, this new edition of a popular book has been updated to cover recent developments in the early years field. Linking theory and practice, it covers Early Years Professional Status (EYPS), the National Professional Qualification for Integrated Centre Leadership (NPQICL) and the new Early Years Foundation Stage (EYFS). Where appropriate, account is taken of the regional differences between policy and practice in England, Scotland, Ireland and Wales. Chapters look at: children's rights; protecting and safeguarding children; inclusive practice for children with special educational needs; collaborative practice across education, health and social work; child health; appropriate ways to study and gain knowledge of children; theories of modern childhood; children's learning; and international perspectives. There are 5 entirely new chapters on: - working with families - children's well-being - outdoor play and learning - understanding diversity - workforce development and professionalism. With lots of helpful features such as chapter objectives, questions for reflection and discussion and recommended further reading, this new edition also includes: - extra case studies - useful websites - a glossary of key terms. Essential reading for students new to Early Childhood Studies, this book will be a useful source of references and further reading throughout any early years degree programme.
| Author | : Rolf Jucker |
| Publisher | : Springer Nature |
| Total Pages | : 380 |
| Release | : 2022-08-31 |
| Genre | : Sports & Recreation |
| ISBN | : 3031041089 |
This open access book reviews evidence and case studies on the effects of outdoor learning on teachers and learners. It shows how real-world learning outside the classroom contributes to unlocking the full potential of learners, demonstrating its benefits for academic learning, social competencies, personal and emotional development, psychological well-being, and physical activity and health. In addition, the book highlights how outdoor learning nurtures environmental awareness and helps learners to tackle current sustainability challenges. Its focus on high-quality learning makes it a unique contribution to the implementation of SDG 4. Aimed at lecturers at teacher training universities, teachers, professional educators, coaches, and multipliers who train staff of educational NGOs, as well as decision makers on all levels of education systems, this book is of interest to all those who seek a more in-depth understanding of the future of education.
| Author | : Keitaro Ito |
| Publisher | : Springer Nature |
| Total Pages | : 375 |
| Release | : 2021-03-23 |
| Genre | : Science |
| ISBN | : 4431568565 |
This book highlights various designs for urban green spaces and their functions. It provides an interesting meeting point between Asian, European and North America specialists (researchers, planners, landscape architects) studying urban biodiversity; urban biodiversity and green space; relations between people and biodiversity. The most important feature of this book is the unique point of view from each contributor towards “the relationship between nature and people in urban areas”, in the context of the ecosystem and biodiversity in urban areas and how to manage them. All chapters explore and consider the relationship between humans and nature in cities, a subject which is taking on increasing importance as new cities are conceptualized and planned. These discussion and examples would be useful for urban ecology researchers, biologists, city planners, government staff working in city planning, architects, landscape architects, and university instructors. This book can also be used as a textbook for undergraduate and postgraduate city planning, architecture or landscape architecture courses.
| Author | : Eila Jeronen |
| Publisher | : MDPI |
| Total Pages | : 180 |
| Release | : 2020-04-15 |
| Genre | : Education |
| ISBN | : 3039285009 |
Through out the current period of educational change, Geography education has also changed. The innovations may be the starting point to affect conceptual change and paradigm shifts. Geography education assimilates and integrates knowledge, skills and scientific methodologies. The ten articles in this book illuminate a wide range of topics of interest to Geography education. In their article, Skarstein and Wolff discuss how the interplay between the environment, society and economy pillars of sustainability thinking play out on scales of time, space and multitude and how geography teachers can support the students’ understanding of sustainability. Yli-Panula et al. analysed used teaching and learning methods to find out good ones for promoting sustainability in geography. The same idea can be found in Duffin's and Perry’s article on Place-Based Ecology Education. In their article, Dür and Keller discuss the topics of quality of life, sustainability and global justice based on the goals of Education for Sustainable Development. Evaluation is an important part of learning. It is reviewed by Schauss and Sprenger regarding climate change education. The following two articles deal with students' views of landscapes worth conserving. In both studies, students expressed concern about the state of the environment. Yli-Panula et al. found that the Mexican students seldom considered their own activities in relation to the environment while Yli-Panula et al. stated that only some of the Finnish and Swedish students act as observers while others actively care for their environment. The remaining three articles deal with teaching methods and models. Benninghaus et al. present a benchmark method, which allows statements about the quality of the maps/diagrams in general. Álvarez-Otero and De Lázaro y Torres, on the other hand, describe their Technological Pedagogical Content Knowledge model. Kopnina and Saari discusses student assignments reflecting on the documentary film through critical pedagogy and ecopedagogy.
