Inside out : young children learning within nature

The purpose of this research was to expand understanding of the potential value of the natural outdoors as a learning environment for young children. Within the frame of The United Nations Rights of the Child and social constructivist learning theory, this qualitative case study explores young child...

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Bibliographic Details
Main Author: White, Ruby Jane
Language:English
Published: University of British Columbia 2012
Online Access:http://hdl.handle.net/2429/42052
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spelling ndltd-UBC-oai-circle.library.ubc.ca-2429-420522018-01-05T17:25:44Z Inside out : young children learning within nature White, Ruby Jane The purpose of this research was to expand understanding of the potential value of the natural outdoors as a learning environment for young children. Within the frame of The United Nations Rights of the Child and social constructivist learning theory, this qualitative case study explores young children’s perspectives through their self chosen points of interest within the natural outdoors of their early learning setting. The research site was within an urban/rural interface community in Southwestern Coastal British Columbia. Eight child participants between 3-5 years of age assumed the role of participant researchers to create digital photographs of their outdoor interests, which served as the primary data source. These photographs were supported by video recordings of the children’s ordinary moments outdoors and researcher field notes. The data was coded and categorized using the constant comparison method, resulting in 7 categories and 3 subcategories that revealed the children’s primary interests and points of connection outdoors, as being within and between nature, manufactured objects and people. These points of connection were then merged and discussed within the broader theme of Interfaces and Connections. The discussion includes: categories of interest, contrasts and interactions as they relate to the child/nature literature, early learning practice, children’s rights and social constructivist theory. Also noted is the children’s use of multiple perspectives and their self chosen verbal silences. The limitation and strengths of the research are acknowledged and followed by implications for practice and invitations for future research. Education, Faculty of Graduate 2012-04-18T16:50:11Z 2012-04-18T16:50:11Z 2012 2012-05 Text Thesis/Dissertation http://hdl.handle.net/2429/42052 eng Attribution-NoDerivs 3.0 Unported http://creativecommons.org/licenses/by-nd/3.0/ University of British Columbia
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language English
sources NDLTD
description The purpose of this research was to expand understanding of the potential value of the natural outdoors as a learning environment for young children. Within the frame of The United Nations Rights of the Child and social constructivist learning theory, this qualitative case study explores young children’s perspectives through their self chosen points of interest within the natural outdoors of their early learning setting. The research site was within an urban/rural interface community in Southwestern Coastal British Columbia. Eight child participants between 3-5 years of age assumed the role of participant researchers to create digital photographs of their outdoor interests, which served as the primary data source. These photographs were supported by video recordings of the children’s ordinary moments outdoors and researcher field notes. The data was coded and categorized using the constant comparison method, resulting in 7 categories and 3 subcategories that revealed the children’s primary interests and points of connection outdoors, as being within and between nature, manufactured objects and people. These points of connection were then merged and discussed within the broader theme of Interfaces and Connections. The discussion includes: categories of interest, contrasts and interactions as they relate to the child/nature literature, early learning practice, children’s rights and social constructivist theory. Also noted is the children’s use of multiple perspectives and their self chosen verbal silences. The limitation and strengths of the research are acknowledged and followed by implications for practice and invitations for future research. === Education, Faculty of === Graduate
author White, Ruby Jane
spellingShingle White, Ruby Jane
Inside out : young children learning within nature
author_facet White, Ruby Jane
author_sort White, Ruby Jane
title Inside out : young children learning within nature
title_short Inside out : young children learning within nature
title_full Inside out : young children learning within nature
title_fullStr Inside out : young children learning within nature
title_full_unstemmed Inside out : young children learning within nature
title_sort inside out : young children learning within nature
publisher University of British Columbia
publishDate 2012
url http://hdl.handle.net/2429/42052
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