ERIC Number: EJ1338278
Record Type: Journal
Publication Date: 2022
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1350-293X
EISSN: N/A
Pedagogical Documentation as a Curriculum Tool: Making Children's Outdoor Learning Visible in a Childcare Centre in Singapore
European Early Childhood Education Research Journal, v30 n2 p281-295 2022
The Singapore government has laid out a regulation for daily minimum time spent outdoors and the Outdoor Learning Guide (OLG) to support children's outdoor experiences in full-day childcare programmes. However, there is scarce research on young children's outdoor learning experiences from children's and teachers' perspectives. This study aims to make sense of children's outdoor learning using the child-sensitive tool -- pedagogical documentation -- in a Singapore childcare centre. It highlights the value of outdoor learning experiences for children as well as teachers' views of outdoor learning through the implementation of pedagogical documentation. Pedagogical documentation as an in-depth, qualitative research approach has allowed us to generate two learning stories, revealing the impact of children's outdoor learning experiences on their social-emotional development and learning dispositions. Additionally, the reflective discussions with teachers uncovered their perspectives of outdoor learning and pedagogical knowledge. Pedagogical documentation made children's outdoor learning visible while keeping a balance between children's and teachers' voices.
Descriptors: Foreign Countries, Outdoor Education, Child Care Centers, Teacher Attitudes, Documentation, Barriers, Preschool Education, Observation, Student Attitudes, Identification (Psychology), Interpersonal Relationship, Interpersonal Competence, Creative Thinking, Program Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore
Grant or Contract Numbers: N/A