Child-initiated learning, the outdoor environment and the ‘underachieving’ child

  title={Child-initiated learning, the outdoor environment and the ‘underachieving’ child},
  author={Trisha Maynard and Jane Waters and Jennifer Clement},
  journal={Early Years},
  pages={212 - 225}
The Foundation Phase for Wales advocates an experiential, play-based approach to learning for children aged three to seven years that includes child-initiated activity within the outdoor environment. In previous research, Foundation Phase practitioners maintained that children perceived to be ‘underachieving’ within the classroom came into their own when engaged in child-initiated learning outdoors. This study, which involved eight Foundation Phase teachers, aimed to explore these perceived… 

How do children distinguish between ‘play’ and ‘work’? Conclusions from the literature

ABSTRACT From a sociology of childhood and children’s rights agenda, this review explores how children define ‘play’ and ‘work’ in the classroom, and the contextual influences on the development and

Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views

Pupils and teachers noticed improvements in pupils’ engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers’ job satisfaction, among a variety of perceived benefits for pupils and schools.

Why Take Young Children Outside? A Critical Consideration of the Professed Aims for Outdoor Learning in the Early Years by Teachers from England and Wales

This comparative study between Wales and England was undertaken to better understand what influences or drives the professed aims for outdoor provision of early years teachers; specifically the

Designing an outdoor learning environment for and with a primary school community: a case study in Bangladesh

ABSTRACT In Bangladesh, school grounds are usually barren areas devoid of any designed features. This study explored children’s, teachers’ and parents’ views of what would constitute an effective

The role of Outdoor Education in child development in Italian nursery schools

ABSTRACT This study aimed to investigate the influence of Outdoor Education (OE) on different areas of development in 1–3-year-old children attending Italian nursery schools. The sample was composed

Outdoor play as a mean to achieve educational goals - a case study in a Portuguese day-care group

ABSTRACT This study aims to explore the pedagogical potential of outdoor play situations, considering the educational goals established in the Portuguese Pedagogical Guidelines for 0–3-year-old

Play Work and Play Therapy

The discourse of children's play is conceptualised differently among cultural contexts. This chapter aims at examining the current trends in how play work and play therapy are perceived by scholars

The Foundation Phase in Wales – a play-based curriculum that supports the development of physical literacy

ABSTRACT In 2008, the Welsh Assembly Government began the implementation of a new holistic play-based learning continuum for children aged three to seven called the Foundation Phase. Areas of

The Aims of Early Years Outdoor Education in England: A Conceptual and Empirical Investigation

This paper explores the place of aims in the early years foundation stage outdoor environment in England. Through examining the writing of academics, various themes are identified, and constructed

Edinburgh Research Explorer ‘There is no better way to study science than to collect and analyse data in your own yard’

The design and use of outdoor spaces for primary school teaching and learning has been given little consideration in the present context. The existing evidence base is mostly from western



Children’s perceptions of themselves as learner inside and outside school

This exploratory study set out to investigate how a group of children, who were identified as underachieving in school, constructed understandings of themselves as learners inside and outside school.

Through a different lens: exploring Reggio Emilia in a Welsh context

In Wales, concerns about the perceived over‐formalisation of young children’s educational experiences led to the introduction of a Foundation Phase Framework for children aged three to seven years

Early Childhood Education: Society and Culture

Early Childhood Education represents an enormously rich body of research and expertise focused on the objective of taking into account the social, historical and cultural dimensions of everyday

Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play

This paper presents research that examines the links between practitioners’ understanding of play and its relationship to learning, their pedagogic interactions with children and children’s own

Assessing Quality in the Early Years - Early Childhood Environment Rating Scale Extension (ECERS-E): Four Curricular Subscales

This revised edition of "The Early Childhood Environment Rating Scale - Extension" (ECERS-E) transforms the research edition published in 2003 into an immensely practical handbook for providers of

The Education of Young Children

Abstract“YOUNG CHILDREN IN EUROPEAN COUNTRIES” is the title of a report recently issued (Washington, D.C.: Superintendent of Documents. Pp. 108. 15 cents) by the United States Office of Education.

The difference that place makes to methodology: uncovering the ‘lived space’ of young people's spatial practices

While it has been argued that conventional methodological resources are incapable of effectively representing ‘everyday social practice’ (see Latham 2003, Environment and Planning A, 35, 1993), this

Children's Expressions of Exhilaration and Fear in Risky Play

Children naturally seek and conduct exciting forms of play that involve a risk of physical injury (risky play). Even though several prior studies give descriptions of risky play, none of them deeply

Landscape as Playscape: The Effects of Natural Environments on Children's Play and Motor Development

This study investigated the impacts of playing in a natural environment on motor development in children. Methods from landscape ecology were applied for landscape analysis and entered into a

Nearby Nature

Identifying mechanisms that buffer children from life's stress and adversity is an important empirical and practical concern. This study focuses on nature as a buffer of life stress among rural