Titlebook: Outdoor Learning and Play; Pedagogical Practice Liv Torunn Grindheim,Hanne Værum Sørensen,Angela R Book‘‘‘‘‘‘‘‘ 2021 The Editor(s) (if appl

笔记

书目名称Outdoor Learning and Play影响因子(影响力)




书目名称Outdoor Learning and Play影响因子(影响力)学科排名




书目名称Outdoor Learning and Play网络公开度




书目名称Outdoor Learning and Play网络公开度学科排名




书目名称Outdoor Learning and Play被引频次




书目名称Outdoor Learning and Play被引频次学科排名




书目名称Outdoor Learning and Play年度引用




书目名称Outdoor Learning and Play年度引用学科排名




书目名称Outdoor Learning and Play读者反馈




书目名称Outdoor Learning and Play读者反馈学科排名

丛林

善于

Providing Outdoor Experiences for Infants and Toddlers: Pedagogical Possibilities and Challenges frng to the transition year of a group of under-twos, includes monthly recordings of everyday routine, interviews, field notes, institutional documents. We describe and analyze various outdoor spaces and socio-spatial practices of the daycare centre based on the cultural-historical perspective of the

体贴

,Princesses (Don’t) Run in the Mud: Tracing the Child’s Perspective in Parental Perceptions of Cultue child’s perspective in outdoor activities challenges parental value positions and cultural traditions of heteronormativity. The concluding remarks point to the importance of enhancing both the child’s perspective and the specific plane of interpersonal interactions in ECE collaborations with paren

molest

,Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway,ound were analysed to illuminate the different conditions and challenges he encountered. The findings indicate that children’s play in nature tends to be more creative and inclusive than that on kindergarten playgrounds, that kindergarten teachers participate more in children’s play in nature than o

一再烦扰

Utilisation and Design of Kindergarten Outdoor Space and the Outdoor Activities: A Case Study of Kim one kindergarten in Bergen, Norway and one in Anji, China. The observation results focusing on outdoor play in the two kindergartens were discussed with kindergarten teachers, principals, professors and college students from China and Norway. Our aim was to interpret the core concepts, goals and c

郊外

,Time Regulation as Institutional Condition for Children’s Outdoor Play and Cultural Formation in Ki the dialectical interplay between institutional time regulation and children’s engagement in outdoor activities is the unit of analysis in this study. Our findings indicate that the kindergarten teachers in the Chinese kindergarten as well as the Norwegian kindergarten aim to adjust the pedagogical

Hla461

Exploring the Taken-for-Granted Advantage of Outdoor Play in Norwegian Early Childhood Education,pectives and conditions for children’s cultural formation. The analysis draws on 15 interviews with ECE teachers, political documents and earlier research. The analysis reveals that nature as a valued arena for cultural formation, through play, may not be as apparent as expected in Norwegian ECE.

CAB

Acquired