EDUC08033 2016 Outdoor-Based Early Childhood Education and Care
Full Title
Outdoor-Based Early Childhood Education and Care
Transcript Title
Outdoor-Based ECCE
Code
EDUC08033
Attendance
75 %
Subject Area
EDUC - Education
Department
SOCS - Social Sciences
Level
08 - NFQ Level 8
Credit
05 - 05 Credits
Duration
Semester
Fee
€
Start Term
2016 - Full Academic Year 2016-17
End Term
9999 - The End of Time
Author(s)
Gwen Scarbrough, Silvia Gursinski
Programme Membership
SG_HEARL_H08 201700 Bachelor of Arts (Honours) in Humanities in Early Childhood Care and Educ
SG_HEARL_H08 201800 Bachelor of Arts (Honours) in Early Childhood Care and Educ
Description
This module will focus on the distinctive elements for outdoor programming for children in the early years. Topics will include facilitating structured, unstructured and risky outdoor play; fostering independence, curiosity and confidence in children through engagement with the outdoor environment; promoting in children a deep knowledge and sense of stewardship of the natural environment; maintaining a balance of indoors and outdoors experiences; developing an outdoor play curriculum and developing outdoor play spaces while considering risk management, safety guidelines and preschool regulation; and working with the Aistear curriculum as well as interfacing with national early years strategy regarding literacy, math and science. Particular attention given to work of key early childhood educationists such as Froebel, Montessori, Steiner, and McMillan and national and international perspectives towards outdoor play in the early years will be explored.
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Demonstrate an understanding of the concepts of outdoor-based early childhood education.
2.
Explore the various approaches to outdoor-based early childhood education, including both national and international perspectives.
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.
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
Repeat assessments are determined by the decision of the exam board with the input of the lecturer.
Indicative Syllabus
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
Coursework & Continuous Assessment
100 %
Coursework Assessment
| 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
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Lecture | Lecture Theatre | Lecture | 1 | Weekly | 1.00 |
| Tutorial | ECCE Skills Laboratory | Tutorial | 2 | Weekly | 2.00 |
Total Full Time Average Weekly Learner Contact Time 3.00 Hours
Module Resources
Non ISBN Literary Resources
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.
Other Resources
Gardening and planting supplies
Art materials