EDUC07032 2022 Outdoor and Nature-Based Early Childhood Education and Care

General Details

Full Title
Outdoor and Nature-Based Early Childhood Education and Care
Transcript Title
Outdoor and Nature-Based ECCE
Code
EDUC07032
Attendance
80 %
Subject Area
EDUC - Education
Department
SOCS - Social Sciences
Level
07 - NFQ Level 7
Credit
05 - 05 Credits
Duration
Semester
Fee
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
Gwen Scarbrough, Breda McTaggart, Aoife Cooney
Programme Membership
SG_EEARL_H08 202200 Bachelor of Education (Honours) in Early Education and Care SG_EEARL_H07 202100 Level 7 Professional Qualification in Education in Early Education and Care SG_EEARL_H07 202100 Level 7 Embedded Award in Education in Early Education and Care
Description

This module will focus on the distinctive elements for outdoor and nature-based 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; building a sustainable ECEC practice; developing an outdoor play and nature-based curriculum; and developing outdoor play spaces while considering risk management, safety guidelines and preschool regulation. Students will explore how to integrate the Aistear curriculum with outdoor and nature-based practice, as well as interfacing with the National Early Years Strategy regarding literacy and numeracy and the introduction of E-STEAM (environment, science, technology, engineering, arts, and technology) concepts. Particular attention will be given to the work of key early childhood educationists in relation to outdoor play such as Froebel, Montessori, Steiner, Malaguzzi and McMillan, and national and international perspectives towards outdoor and nature-based ECEC will be explored. The module will use the Outdoor classroom that is currently being created as well as incorporating trips to local natural areas such as Hazelwood Forest, Beaches, a local forest school etc. This will be a fundamental element of the course to ensure that students are immersed in experiences outdoors and in nature throughout the semester. 

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

Critically examine the concepts of outdoor-based early childhood care and education

2.

Evaluate a nature-based approach in the delivery of early childhood care and education

3.

Explore the various pedagogical approaches to outdoor and nature-based early childhood education and care including national and international perspectives.

4.

Plan and demonstrate an ability to facilitate the delivery of outdoor-based early childhood education and care

5.

Design and demonstrate the ability to facilitate the delivery of a nature-based early childhood education and care in a variety of early years environments 

Teaching and Learning Strategies

To support their learning students will engage in a combination of one hour lectures and two hour practical tutorials.

Academic Writing Tutorial; Accessible course material; Active Learning; Brainstorming; Buzz Groups; Case studies; Consider diverse learning abilities; Debate; Discussions; Enquiry-based learningFeedback Loop; Fieldtrips; Flipped classroom; Group work; Inclusive teaching; Integrate prior knowledge; Interactive; Lectures; Modelling; Peer-review; Planning; Presentation; Problem Solving; Reading; Reflection; Research; Simulation; Specified learning activities; Team teaching; Tutorials; UDL; Use of Moodle as a repository; Workshops.

Module Assessment Strategies

Lecture 2 hours/Tutorial 1 hour/Independent study 3 hours

Students will be assessed on their ability to apply concepts delivered in lecture and tutorials.  

Assessment 1: Approaches to outdoor-based and nature-based ECEC presentation project: Students will select a pedagogical approach that includes an outdoor and nature-based ethos to research, develop and present in class. This will be a shared assessment with the Exploring Curricula and Pedagogy module running in the same semester.

Assessment 2: Outdoor-based and nature-based ECEC curriculum project: Students will research and design outdoor and nature-based ECEC practices to take place in a preschool setting.

Students will receive formative feedback for learning from both peers and the teaching team at different points in the module and will be provided with clear and timely notification of assessment requirements. Criteria for success will be shared when the assessment brief is published.

Repeat Assessments

Repeat assessment requirments will be based on failed components.

Indicative Syllabus

LO 1. Critically examine the concepts of outdoor-based early childhood education and care

  • Explore the benefits of outdoor play for children in terms of overall learning and development and their physical, emotional, and mental well-being
  • Distinguish the differences and understanding the need for balance with indoor and outdoor environments in the early years
  • Identify and discuss the challenges to outdoor play at policy, regulatory, and practice levels

LO 2. Evaluate a nature-based pedagogical approach in the delivery of early childhood education and care

  • Examine Richard Louv's 'nature deficit disorder' hypothesis 
  • Consider the role of nature in children's healthy development
    • Impacts of outdoor education programmes
    • Green spaces and children's play
    • The therapeutic use of nature
    • Pedagogical environments for children

LO 3. Explore the various pedagogical approaches to outdoor and nature-based early childhood education and care including both national and international perspectives

  • Explore the Froebel, Montessori, Steiner, Malaguzzi, and McMillan approaches to outdoor-based ECEC  
  • Examine local, national and international perspectives towards outdoor-based ECEC 
  • Assess the Aistear framework as applied to children's outdoor and nature-based play and learning experiences
  • Discuss the development and impact of forest schools, outdoor schools, and adventure/junkyard playgrounds on ECEC practice

LO 4. Plan and demonstrate an ability to facilitate the delivery of outdoor-based early childhood education and care

  • Foster independence, curiosity, and confidence in children through engagement with the outdoor environment
  • Promote in children a deep knowledge, connection to, and sense of stewardship of the natural environment
  • Understand the facilitation of structured and unstructured/child-led outdoor play
  • Promote positive risk in outdoor play environments
  • Develop an outdoor-based early childhood education curriculum that considers the Aistear curriculum as well as interfacing with National Early Years Strategy regarding literacy and numeracy and  E-STEAM concepts
  • Assess and design outdoor play and learning spaces
  • Understand risk management, safety guidelines, and preschool regulation in relation to outdoor-based ECEC
  • Regulatory requirements, policies and procedures for own role and the role of others will be analysed

LO 5. Design and demonstrate the ability to facilitate the delivery of a nature-based early childhood education and care in a variety of early years environments 

  • Design play environments and learning spaces that incorporate nature-based themes
    • Implement the use of nature-based materials for play activities and arts/crafts
    • Create nature tables, nature-based classroom decoration, and teaching materials
  • Develop a nature-based ECEC curriculum that considers the Aistear curriculum as well as interfacing with national early years strategy regarding literacy  and numeracy and E-STEAM concepts
  • Promote in children a deep knowledge, connection to, and sense of stewardship of the natural environment
  • Apply concepts of sustainability and environmental care to ECEC practice

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Approaches to outdoor-based and nature-based ECEC poster presentation project Project Project 50 % Week 6 1,2,3
2 Developing a outdoor-based and nature-based ECEC practice Project Project 50 % Week 14 4,5
             

Full Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Lecture Offsite Facility Lecture 2 Weekly 2.00
Tutorial Offsite Facility Tutorial 1 Weekly 1.00
Independent Learning Not Specified Independent Learning 3 Weekly 3.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Module Resources

Non ISBN Literary Resources

Susan Davis, Nancy Eppler-Wolff 2009, Raising Children Who Soar: A Guide to Healthy Risk-Taking in an Uncertain World, Teachers College Press

Fägerstam, E. 2012, Space and Place Perspectives on outdoor teaching and learning, Department of Behavioural Sciences and Learning [ISSN: ISSN 1654]

Knight, S. (2012) Forest School and Outdoor Learning in the Early Years. New York: Sage Publications.

Louv, R. (2010) Last Child in the Woods: Saving Our Children from Nature-deficit Disorders. New York: Atlantic Books.

Maynard, T. and J. Waters (2014) Exploring Outdoor Play in the Early Years, McGraw Hill, Open University Press Berkshire, U.K. [ISBN: 13: 978033526]

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)

Natural Learning Initiative (2012) Benefits of Connecting Children with Nature 

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.

Sobel, D. (1996) Beyond Ecophobia: Reclaiming the Heart of Nature Education. Great Barrington, MA: The Orion Society.

Sobel, D. (2008) Children and Nature: Design principles for educators. Portland ME: Stenhouse Publishers.

Taylor, A. F. and F. 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)

Warden. C. (2011) Fascination of water - Learning with puddles. Mindstretchers: UK

Warden. C. (2012) Nature Kindergartens and Forest Schools. Mindstretchers: UK

Warden. C. (2015) Learning with nature, embedding outdoor practice. Sage: UK.

Warden. C. In press. Nature Pedagogy - The art of being with nature inside, outside and beyond. PhD thesis. Liverpool Hope University: UK.

White, J. (2007) Being, Playing and Learning Outdoors: Making Provision for High Quality Experiences in the Outdoor Environment. London: Nursery World/Routledge.

White, J. (2019) Playing and Learning Outdoors: The practical guide and sourcebook for excellence in outdoors. London Routledge

Journal 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.

Dillon, J. and M. Rickinson et al (2006) The value of outdoor learning: evidence from research in the UK and elsewhere, School Science Review, March 2006, 87(320)

Fjørtoft, I. (2004). “Landscape as Playscape: The Effects of Natural Environments on Children’s Play and Motor Development.” Children, Youth and Environments, 14(2): 21-44.

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.

Little, H., & Wyver, S. (2008) "Outdoor play - does avoiding the risks reduce the benefits?" Australian Journal of Early Childhood, 33(2), 33-40.

MacQuarrie, S., Nugent, C. & C. Warden (2015) "Learning with nature and learning from others: nature as setting and resource for early childhood education." Journal of Adventure Education and Outdoor Learning, 15(1), 1-23.

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 

URL Resources

Barnardos (2015) Outdoor Play, Ireland http://www.barnardos.ie/assets/files/pub lications/free/Barnardos_OudoorPlay%20fi nal%20pdf%20for%20web.pdf

Early Childhood Ireland. Outdoor Play. Available at: https://www.earlychildhoodireland.ie/work/quality-practice/play/outdoor-play/

Forest School and its impact on young children: Case studies in Britain. https://www.ncn.ie/images/headers/earlychildhoodmodels/Forest-School-and-its-impacts[1]on-young-children_OBrien_Murray-2007.pdf 

Natural Start Alliance. Available at: https://naturalstart.org/nature-based-early-learning-conference

Outdoor Education Collective. Available at: https://sites.google.com/view/outdooreducationcollective/home

Other Resources

Gardening and planting supplies

Art materials

Additional Information