EDUC08033 2016 Outdoor-Based Early Childhood Education and Care
On completion of this module the learner will/should be able to;
Demonstrate an understanding of the concepts of outdoor-based early childhood education.
Explore the various approaches to outdoor-based early childhood education, including both national and international perspectives.
Plan and demonstrate an ability to facilitate the delivery of outdoor-based early childhood education, including: a) curriculum development; b) outdoor design; and c) risk management.
Teaching and Learning Strategies
To support their learning students will engage in a combination of one hour lectures and two hour practical tutorials.
Module Assessment Strategies
Students will be assessed in their ability to apply concepts delivered in lecture and tutorials.
Repeat assessments are determined by the decision of the exam board with the input of the lecturer.
1. Demonstrate an understanding of the concepts of outdoor-based early childhood education
- Richard Louv's 'nature deficit disorder' and the importance of outdoor play for children in terms of overall development and their physical, spiritual, emotional and mental well-being
- Fostering independence, curiosity and confidence in children through engagement with the outdoor environment
- Promoting in children a deep knowledge, connection and sense of stewardship of the natural environmen
- Distinguishing the differences and understanding the need for balance with indoor and outdoor environments in the early years
2. Explore the various approaches to outdoor-based early childhood education, including both national and international perspectives
- Froebel, Montessori, Steiner, and Mc Millan approaches to outdoor-based early childhood education
- National and international perspectives towards outdoor-based early childhood education
- Forest schools and outdoor schools
3. Plan and demonstrate an ability to facilitate the delivery of outdoor-based early childhood education, including: a) curriculum development, b) outdoor design and c) risk management.
- The facilitation of structured, unstructured and risky outdoor play
- Developing an outdoor-based early childhood education curriculum that considers the Aistear curriculum as well as interfacing with national early years strategy regarding literacy, math and science
- Designing outdoor play and learning spaces
- Understanding risk management, safety guidelines and preschool regulation in relation to outdoor-based early childhood education
Coursework & Assessment Breakdown
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||Approaches to outdoor-based early childhood education and care||Continuous Assessment||Written Report||40 %||Week 6||1,2|
|2||Developing a outdoor-based ecce practice||Project||Project||60 %||Week 12||1,3|
Full Time Mode Workload
|Tutorial||ECCE Skills Laboratory||Tutorial||2||Weekly||2.00|
Blair, D. (2009). The child in the garden: an evaluative review of the benefits of school gardening. Journal of Environmental Education, 40(2), 15-38.
“Effects of Outdoor Education Programs for Children in California.” American Institutes for Research: Palo Alto, CA: 2005. Available on the Sierra Club web site. http://www.sierraclub.org/youth/california/outdoorschool_finalreport.pdf (Volume 1)
Herrington, S. (2008). Perspectives from the ground: early childhood educators' perceptions of outdoor play spaces at child care centers. Children, Youth and Environments, 18(2), 65-87.
Knight, S. (2012) Forest School and Outdoor Learning in the Early Years. New York: Sage Publications.
Little, H., & Wyver, S. (2008). Outdoor play - does avoiding the risks reduce the benefits? Australian Journal of Early Childhood, 33(2), 33-40.
Louv, R. (2010) Last Child in the Woods: Saving Our Children from Nature-deficit Disorders. New York: Atlantic Books.
Rivkin, Mary. “The Schoolyard Habitat Movement: What It Is and Why Children Need It.” Early Childhood Education Journal. Volume 25, No. 1, 1997. http://www.nwf.org/schoolyard/movement.cfm (Volume 1)
Moore, R. C., & Cooper Marcus, C. (2008). “Healthy planet, healthy children: Designing nature into the daily spaces of childhood.” In S. Kellert, J. Heerwagen & M. Mador (Eds.), Biophilic design: Theory, science and practice. Hoboken, NJ: John Wiley & Sons, Inc. Available online at: http://www.naturalearning.org/docs/MooreCooperMarcus_Healthy.pdf (Volume 3)
Schweizer, S. (2009) Under the Sky: Playing, Working and Enjoying Adventures in the Open Air. A Handbook for Parents, Carers and Teachers. East Sussex: Sophia Books.
Taylor, Andrea Faber; and Frances E. Kuo. “Is Contact with Nature Important for Healthy Child Development? State of the Evidence.” In Spencer, C. & Blades, M. (Eds.), Children and Their Environments: Learning, Using and Designing Spaces. Cambridge, UK: Cambridge University Press, 2006. http://www.lhhl.uiuc.edu/documents/Faber2006Iscontactwithnature.pdf (Volume 1)
White, J. (2007) Being, Playing and Learning Outdoors: Making Provision for High Quality Experiences in the Outdoor Environment. London: Nursery World/Routledge.
Gardening and planting supplies