scholarly journals Knowing-with-snow in an outdoor kindergarten

2022 ◽  
Vol 6 (1) ◽  
pp. 76-91
Author(s):  
Pernille Bartnæs ◽  
Anne Myrstad
Keyword(s):  
Weather Conditions ◽  
Outdoor Environment ◽  
Relational Understanding ◽  
Reciprocal Relationships ◽  
Reciprocal Influence ◽  
Children’S Learning ◽  
The World ◽  
Outdoor Area ◽  
Nuanced Understanding ◽  
Children's Learning

This article highlights how reciprocal relationships between children and the environment can contribute to exploring understanding of children’s learning in the outdoor environment. We draw on data from a kindergarten in the northern part of Norway, where we have carried out fieldwork three hours a week from October to mid-May. During this period, the outdoor area was covered with snow of varying qualities. Snow and weather conditions are included as elements in a relational understanding, in which the environment is understood as open and dynamic – an interaction between past and present, between geography, materiality, people and the ‘more-than-human’. The learner and the environment are understood as an indivisible process, where different elements exercise a reciprocal influence on each other. Using Ingold’s concept of correspondence, we explore how children learn by being within and with the world. The article is a contribution to creating a nuanced understanding of children’s learning and the educator’s role within an outdoor environment in kindergarten practice.

scholarly journals Improving Learning Through Dynamic Assessment

2012 ◽  
Vol 29 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Fraser Lauchlan
Keyword(s):  
Dynamic Assessment ◽  
Learning Difficulties ◽  
Teaching Staff ◽  
Educational Psychologists ◽  
Children’S Learning ◽  
Theory To Practice ◽  
Common Complaint ◽  
Parents And Children ◽  
The World ◽  
Children's Learning

Dynamic assessment is increasingly being used by educational psychologists around the world and is largely seen as a valuable approach to assessing children and providing useful classroom suggestions to help teachers working with children who have learning difficulties. However, a common complaint about the approach is the difficulty in moving from theory to practice, and in particular how to feedback the results of a dynamic assessment to teaching staff, parents, and children in order to provide an effective programme of intervention. This article provides some background to a practical resource created by two practising educational psychologists who have developed a framework on how to put dynamic assessment into practice that has the potential to make meaningful gains in children's learning.

scholarly journals Implication of outdoor Environment on Children’s Learning Experiences in Public Preschools in Borabu Sub-County, Kenya

2020 ◽  
Vol 2 (1) ◽  
pp. 4-17
Author(s):  
Godfrey Nyaoga Ayaga ◽  
Edward Khasakhala Okaya
Keyword(s):  
Early Childhood ◽  
Cognitive Skills ◽  
Early Childhood Development ◽  
Learning Experiences ◽  
Outdoor Environment ◽  
Childhood Development ◽  
Children’S Learning ◽  
Competency Based ◽  
The Government ◽  
Children's Learning

ABSTRACTBased on the findings of the Kenya Institute of Curriculum Development (KICD) needs assessment study carried out in 2016, international best practices in education systems and curriculum reforms, and a desire to make learning more meaningful for the Kenyan scholar Government's initiated an overhaul the 8–4–4 education structure to Competency-based learning because it did not promote wholesome learning. Competency-based education and training is an approach to teaching and learning more often used in learning concrete skills than abstract learning. Early Childhood Development and Education has greatly been compromised globally. The EFA’s first goal stipulated that it is the responsibility of every Government to expand and enhance comprehensive Early Childhood Education. In this regard, provision of quality of the environment is very key in enhancing learning. This paper presents results from a study that was conducted in Borabu Sub-county in Kenya to determine the implication of outdoor environment on children’s learning experiences in public preschools. The major findings includes: the general state of outdoor environment component was unsatisfactory; there was a positive relationship between the state outdoor environment and pre-schoolers learning experiences related to preschool children’s ability to performing various loco-motor activities and rhythmic movement activities and general academic achievement. The results further indicated that when all the four states of outdoor (the site, availability, adequacy and effectiveness) investigated combined together explained 35.2% of the variance in the preschool overall learning experiences. The results from observation and interview schedules indicated that a rich outdoor environment had a positive influence on preschool children‘s development of various social, emotional and cognitive skills. The study recommends that teachers and pupils should participate in outdoor play. In addition, the government should put in place policy guidelines to all pre-schools with regard to the availability, adequacy and effectiveness of outdoor environment.Key Words: Competency-Based Curriculum; Outdoor Environment; Availability; Adequacy; Effectiveness; Learning Experiences

scholarly journals Flight of Leaves: Creation of Worldly Space

2019 ◽  
pp. 24-43
Author(s):  
Bo Sun Kim
Keyword(s):  
Children’S Learning ◽  
The World ◽  
Pedagogical Relationship ◽  
Children's Learning

This case study presents (1) children’s learning as continual engagement with phenomena and people, and (2) learners and the world as entangled becomings. In particular, the flight of leaves experiment shows the process of how thoughts were created through encounters and relations; how the children became-with drawings, experiments, each other, and material realities; and how the teacher and the researcher responded to and became entangled in a pedagogical relationship with children and material realities.

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