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Assessing Perceptions of Outdoor Teaching in Preschool.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Assessing Perceptions of Outdoor Teaching in Preschool./
Author:	McMillen, Jennifer Dawn.
Description:	1 online resource (229 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 79-09, Section: B.
Contained By:	Dissertations Abstracts International79-09B.
Subject:	Nutrition. -
Online resource:	click for full text (PQDT)
ISBN:	9780355635041

Assessing Perceptions of Outdoor Teaching in Preschool.
McMillen, Jennifer Dawn.

Assessing Perceptions of Outdoor Teaching in Preschool. - 1 online resource (229 pages)

Source: Dissertations Abstracts International, Volume: 79-09, Section: B.

Thesis (Ph.D.)--North Carolina State University, 2017.

Includes bibliographical references

Though obesity is a multi-factorial problem, one of the modifiable determinants in young children is food consumption. Familiarity is an important determinant of whether children try or like foods or not. Multi-component nutrition education interventions show positive health outcomes including increased fruit and vegetable consumption and appropriate weight status but interventions with garden components show a small but significant positive influence on fruit and vegetable consumption over those interventions with solely nutrition education. Early childhood educators perceive they play an important role in keeping children healthy, yet many lack the knowledge to integrate nutrition education into their curricular lessons Self-efficacy is an indicator of one's competency and confidence in completing a skill or goal setting. Outdoor teaching allows teachers to incorporate a variety of subjects into one alternative place and time, but teachers lack self-efficacy for incorporating nature and science into the classroom generally. Head Start is a federally funded program that funds and oversees 1700 public and private agencies that provide Head Start to children from lowincome families. Head Start recommends outdoor teaching as a part of teachers matching their curriculum to the Early Learning Outcomes Framework. This dissertation uses an exploratory sequential design in which qualitative data are collected and analyzed and the results of phase one inform the development and design of phase two, which is quantitative. The first study explored preschool teachers' experiences and perceptions related to incorporating outdoor teaching and learning into a preschool curriculum for children from low-income families and to develop a grounded theory-based conceptual model to explain the findings. The results uncovered teacher barriers and facilitators and rendered a conceptual model. This model is important because it helps administrators efficiently understand and communicate what concepts are important to sustainably use Outdoor Learning Centers (OLCs). The second study explored the emergent concept of food and nutrition activities as an integral aspect of sustainable use in preschool gardens. Though they were not asked directly, teachers readily shared examples of food and nutrition activities when describing preschool OLCs or gardens. Researchers identified 6 constructs stitched across participants' narratives that utilized food and nutrition activities in outdoor teaching: Observation and Discovery, Cooperation and Social Building, Motor Skill Development, Sensory Exploration, Farm to Table, and Food Insecurity. The purpose of third study was to develop and validate a useful scale to measure preschool teachers' self-efficacy for utilizing outdoor teaching in their curriculum. The study was conducted in 5 phases including item writing, expert panel review #1, cognitive interviews, expert panel #2, and finally the validation administration of the survey. Researcher collected the expert panel and validation data through an online survey system and conducted the one-on-one cognitive interviews via the telephone. This research project provided a validated tool (STO) for teacher self-efficacy in using outdoor teaching and allowed for grantees to measure need and could help them more appropriately allocate resources for in-service and continuing education to keep outdooring teaching sustainably integrated into their curricula. This dissertation filled a gap in the literature related to teacher perspectives for using outdoor learning centers and preschool gardens as teaching centers. There were 2 main outcomes from this dissertation research: (1) The conceptual model; it describes components that influence the sustainable use of outdoor teaching and learning in the Head Start setting thus it suggests opportunities for changes or additions to pre-service and continuing education curricula, (2) The STO survey: A valid and reliable self-efficacy in teaching outdoors measurement tool for Head Start teachers; it provides a convenient and efficient online measure for grantee agencies, preschool centers, or pre-post program assessment.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780355635041Subjects--Topical Terms:

581367
Nutrition.
Subjects--Index Terms:

exploratory sequential mixed methodsIndex Terms--Genre/Form:

554714
Electronic books.

Assessing Perceptions of Outdoor Teaching in Preschool.
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