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The Impact Of The Adult Interaction On Children's Learning In The Outdoor ...



THE IMPACT OF THE ADULT INTERACTION ON CHILDREN'S LEARNING IN THE OUTDOOR ENVIRONMENT


2007
Abstract
Recently, a great number of studies have been conducted on the issue of childcare and early years education (e.g. Ward, 1996; Drake, 2001; Fromberg, 2002). However, researchers and policy-makers in the United Kingdom have not paid adequate attention to the interaction of adults and children in the learning process. The present research investigates in depth the impact of the adult interaction on children's learning in the outdoor environment. Using the triangulation methodology, the analysis reveals that the adult-child interaction constitutes a crucial basis for the successful social, emotional, physical and intellectual development of 3-5 year-old children. The received findings suggest that the integrity of child-initiated and teacher-initiated activities in the outdoor setting is the best solution for preschool children. In this regard, the results of this research provide some new insights into children's learning within the preschool realm.
TABLE OF CONTENTS
Page
LIST OF TABLES.. 4
I. INTRODUCTION.. 5
II. LITERATURE REVIEW.. 6
2.1. Historical background.. 6
2.2. Recent early years research... 7
2.3. Curriculum Guidance for the Foundation Stage... 9
III. RESEARCH METHODOLOGY.. 11
3.1. Aim of the research... 11
3.2. Research questions. 11
3.3. Research tools and triangulation 12
3.4. Hypotheses 13
3.5. Ethical issues.. 13
3.6. Assessment of research methodology 14
IV. RESULTS AND FINDINGS. 15
V. CONCLUSIONS. 24
VI. LIMITATIONS AND IMPLICATIONS FOR FURTHER RESEARCH. 25
VII. RECOMMENDATIONS.. 26
APPENDICES.. 28
Appendix 1. Biases towards the outdoor play and interactions 28
Appendix 2. The role of educators in the outdoor preschool setting 28
Appendix 3. Varieties of the outdoor play 29
BIBLIOGRAPHY. 30

LIST OF TABLES
Page
Table 1. Major types of the child-adult interaction. 10
Table 2. Benefits of the interaction between children and adults in the outdoor environment.. 18
Table 3. Roles of adults in the interaction with children. 22
I. INTRODUCTION
Early years education consists of three major components: participants (children and teachers), the curriculum and the physical environment. While the curriculum provides children with appropriate knowledge, it is the environment that incites the interaction between children and adults and shapes children's learning. As Bilton (2005) points out, The environment in which children and adults play and work affects emotions, behaviour, personality and the ability to learn (p.4). This especially regards the outdoor environment that explicitly or implicitly influences children at the age of 3-5 years; interacting with adults in such an environment, preschool children learn to negotiate and co-operate, explore and imagine, observe and create, understand and experience.


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