When the environment is right, children flourish. Just as ready-made meals don't create great chefs, ready-made environments don't nurture independent thinkers.
Planning is key to creating rich outdoor learning experiences, where children, educators and the environment can work together. This book supports practitioners working with children aged two to six (including Reception and Year 1) develop a flexible, observation-led approach to planning that places children at the heart of the process.
Rather than a rigid, one-size-fits-all process, planning should be a dynamic, responsive practice that evolves with the needs of the children and setting. Through practical examples, this book demonstrates how well-planned outdoor spaces support children's independence and problem-solving skills. Chapters include:
Features:
This book empowers early years practitioners to design outdoor learning experiences that truly meet children's needs. By focusing on the 'why' and 'how' of planning, it ensures that day-to-day practice is guided by meaningful aims and objectives - allowing educators to spend less time on paperwork and more time engaging with the children.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Helen Bilton is Professor of Outdoor Learning and Play at the University of Reading. An internationally recognised expert in early years outdoor education, she has authored numerous research-led papers and textbooks, combining practice with theory to support both researchers and practitioners.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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