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dc.contributor.authorWaller, Tim
dc.date.accessioned2009-01-14T22:21:07Z
dc.date.available2009-01-14T22:21:07Z
dc.date.issued2007
dc.identifier.citationEducation 3-13, 35(4): 395-409.
dc.identifier.issn03004279
dc.identifier.issn1475-7575
dc.identifier.doi10.1080/03004270701602657
dc.identifier.urihttp://hdl.handle.net/2436/47423
dc.description.abstractThis paper considers pedagogy and outdoor play in the early years. The particular focus is on the specific features and benefits of outdoor play in the Foundation Stage (England) and Foundation Phase (Wales). The paper will draw on current international literature and evidence from outdoor learning constructed in an ongoing research project in two settings. In the project, children aged three to seven years are given regular opportunity to play and learn in natural wild environments. The paper will reflect on the development and opportunities for children's play themes and how these impact on pedagogy in early years settings.
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.urlhttp://www.informaworld.com/smpp/content~db=all?content=10.1080/03004270701602657
dc.subjectOutdoor learning
dc.subjectOutdoor play
dc.subjectChildren
dc.subjectEarly years
dc.subjectFoundation Stage
dc.subjectFoundation Phase
dc.subjectEducation
dc.subjectPedagogy
dc.subjectUK
dc.subjectEngland
dc.subjectWales
dc.titleThe Trampoline Tree and the Swamp Monster with 18 heads: outdoor play in the foundation stage and foundation phase.
dc.typeJournal article
dc.identifier.journalEducation 3-13
html.description.abstractThis paper considers pedagogy and outdoor play in the early years. The particular focus is on the specific features and benefits of outdoor play in the Foundation Stage (England) and Foundation Phase (Wales). The paper will draw on current international literature and evidence from outdoor learning constructed in an ongoing research project in two settings. In the project, children aged three to seven years are given regular opportunity to play and learn in natural wild environments. The paper will reflect on the development and opportunities for children's play themes and how these impact on pedagogy in early years settings.


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