Abstract
AbstractIn the present paper, I explore some of the concrete manifestation of autonomy support in natural childcare and early childhood education settings, under the organising framework of self-determination theory. More specifically, I present the ways in which early childhood educators shape the space of natural settings and use the affordances of the natural environment to promote autonomy in children aged 3–8 years. The practices presented are a result of direct observation in several Scotland-based outdoor settings, observations and organic conversations with educators in outdoor and forest kindergartens. Hopefully the practices and spaces presented in this paper can be of use by educators and setting managers who aim to support autonomous learning and intrinsic motivation in their pupils in outdoor natural early years’ settings.
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Communication,Education
Reference82 articles.
1. ACARA. (n.d.). Retrieved February 23, 2019, from https://www.australiancurriculum.edu.au/resources/curriculum-connections/portfolios/outdoor-learning/
2. Alfassi, M. (2004). Effects of a learner-centred environment on the academic competence and motivation of students at risk. Learning Environments Research, 7(1), 1–22.
3. Barrable, A. (2019). Refocusing environmental education in the early years: A brief introduction to a pedagogy for connection. Education Sciences, 9(1), 61.
4. Barrable, A., & Arvanitis, A. (2019). Flourishing in the forest: Looking at Forest School through a self-determination theory lens. Journal of Outdoor and Environmental Education, 22(1), 39–55. https://doi.org/10.1007/s42322-018-0018-5.
5. Barrable, A., & Barrable, D. (2017). Growing up wild: 30 great ways to get your kids outdoors. London: Robinson.
Cited by
18 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献