Toddler Play Preferences and the Teacher's Role in the Outdoor Play Environment

Autor/inn/en	Chen, Keting; Hamel, Erin E.
Titel	Toddler Play Preferences and the Teacher's Role in the Outdoor Play Environment
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 3, S.376-398 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Keting)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2108095
Schlagwörter	Toddlers; Play; Preferences; Playgrounds; Outdoor Education; Physical Environment; Teacher Role; Affordances; Recreational Activities + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Spiel; Playground; Spielplatz; Freiluftunterricht; Natürliche Umwelt; Lehrerrolle; Freizeitgestaltung
Abstract	Direct experience with nature is a primary component of environmental education and especially beneficial for young children. The present study examined the outdoor play preferences of toddlers and investigated the role teachers play in the outdoor space. Toddlers' outdoor play was video recorded by GoPro cameras and coded for preferred play locations and initiator of the play. Results showed that the three most preferred spaces for toddlers in the outdoor classroom were the sandbox, swing area, and play structures; least frequently visited were open areas close to the classrooms, the garden, and the tree area. In addition, toddlers initiated play 71% of the time whereas teachers initiated approximately 11% of the time and mostly in the swing area. Findings indicate that teachers may play a role in where toddlers prefer to play. Implications for teacher preparation regarding environmental education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01