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Preschool Teachers, Outdoor Environments, and Nature : = A Phenomenological Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Preschool Teachers, Outdoor Environments, and Nature :/
Reminder of title:	A Phenomenological Study.
Author:	Carey, Jill K.
Description:	1 online resource (150 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355682885

Preschool Teachers, Outdoor Environments, and Nature : = A Phenomenological Study.
Carey, Jill K.

Preschool Teachers, Outdoor Environments, and Nature :A Phenomenological Study. - 1 online resource (150 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

Includes bibliographical references

Abstract In the field of early childhood education, the value of learning about nature and being outdoors is recognized as being essential to children's early learning and development. Outdoor environments have the potential to provide opportunities to learn about nature through intentional activities and dialogue that span the cognitive, social emotional, physical, and language domains of early childhood education, and to provide skills that will become the foundation for learning throughout life. Previous research studies indicated that preschool teachers face numerous barriers to teaching children about nature when in outdoor settings which has contributed to a continued decline in opportunities for young children to learn about nature in outdoor environments. The purpose of this qualitative, phenomenological study was to explore how preschool teachers' lived experiences affect their planning, implementation, and ideas for improvement when teaching about nature in outdoor settings. The sample population included 12 preschool teachers who have been teaching at a location that has an outdoor environment. All of the preschool sites were situated in Lake and Mendocino counties which are located in rural northern California. The data was collected through in-depth interviews, and was analyzed for common themes to investigate any previously unidentified conditions affecting the phenomenon of a continued decline of planning and implementing outdoor learning experiences with nature for young children, as well as ideas for future practices. The participants mentioned the need for improved training and education concerning planning and providing nature learning experiences for young children in outdoor environments. Based on the results of this study it is recommended future studies be conducted in dissimilar areas for comparisons of participants lived experiences.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355682885Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Preschool Teachers, Outdoor Environments, and Nature : = A Phenomenological Study.
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500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
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502 $a Thesis (Ed.D.)--Northcentral University, 2018.
504 $a Includes bibliographical references
520 $a Abstract In the field of early childhood education, the value of learning about nature and being outdoors is recognized as being essential to children's early learning and development. Outdoor environments have the potential to provide opportunities to learn about nature through intentional activities and dialogue that span the cognitive, social emotional, physical, and language domains of early childhood education, and to provide skills that will become the foundation for learning throughout life. Previous research studies indicated that preschool teachers face numerous barriers to teaching children about nature when in outdoor settings which has contributed to a continued decline in opportunities for young children to learn about nature in outdoor environments. The purpose of this qualitative, phenomenological study was to explore how preschool teachers' lived experiences affect their planning, implementation, and ideas for improvement when teaching about nature in outdoor settings. The sample population included 12 preschool teachers who have been teaching at a location that has an outdoor environment. All of the preschool sites were situated in Lake and Mendocino counties which are located in rural northern California. The data was collected through in-depth interviews, and was analyzed for common themes to investigate any previously unidentified conditions affecting the phenomenon of a continued decline of planning and implementing outdoor learning experiences with nature for young children, as well as ideas for future practices. The participants mentioned the need for improved training and education concerning planning and providing nature learning experiences for young children in outdoor environments. Based on the results of this study it is recommended future studies be conducted in dissimilar areas for comparisons of participants lived experiences.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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