Do Theory and Pedagogy Have an Impact on Provisions for Outdoor Learning? A Comparison of Approaches in Australia and Norway

Autor/inn/en	Sandseter, Ellen Beate Hansen; Little, Helen; Wyver, Shirley
Titel	Do Theory and Pedagogy Have an Impact on Provisions for Outdoor Learning? A Comparison of Approaches in Australia and Norway
Quelle	In: Journal of Adventure Education and Outdoor Learning, 12 (2012) 3, S.167-182 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2012.699800
Schlagwörter	Evidence; Play; Early Childhood Education; Foreign Countries; Comparative Education; Motor Development; Teaching Methods; Outdoor Education; Physical Development; Child Development; Interviews; Teacher Attitudes; Preschool Teachers; Risk; Educational Theories; Teacher Education Programs; Australia; Norway + Suchen Sie Ihr Suchwort? Evidenz; Spiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Vergleichende Erziehungswissenschaft; Motorische Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Freiluftunterricht; Körperliche Entwicklung; Kindesentwicklung; Interviewing; Interviewtechnik; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Risiko; Educational theory; Theory of education; Bildungstheorie; Australien; Norwegen
Abstract	In this paper, we contrast the early childhood education and care aims and curriculum in Norway and Australia and the theoretical underpinnings of Norwegian and Australian pedagogy in an attempt to partially explain the different approaches to (risky) outdoor play in these two countries. We argue that Norwegian pedagogical approaches may allow teachers to theorize more about, and place greater emphasis on, physical and motor development than teachers in countries such as Australia. Evidence includes reference to theories typically used in Norwegian and Australian writing. Additionally, we examine interview data from teachers, which reveals that both groups of teachers share similar understandings of the importance of risk-taking in play, but there is more consistency between belief and practice for Norwegian than Australian teachers. We argue that the differences in alignment of belief and practice in the two countries are partly attributable to the differing theoretical bases of teachers' pedagogical approaches in each country. These findings have implications for theorizing about outdoor play and learning. In particular, we argue that early childhood teacher training programmes should include approaches based on Gibsonian and Dynamic Systems theories. (Contains 3 notes and 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10