Module Details

Module Code: CHLD7007
Title: Outdoor Learning in ECEC
Long Title: Outdoor Learning in ECEC
NFQ Level: Intermediate
Valid From: Semester 1 - 2022/23 ( September 2022 )
Duration: 1 Semester
Credits: 5
Field of Study: 7610 - Childcare
Module Delivered in: 2 programme(s)
Module Description: This module acknowledges children's right to play (UNCRC 1989 ratified by Ireland 1992). National and international frameworks are drawn on to support children’s outdoor play, learning dispositions and affordances. In a world of rapid global and climate change a central aim is to foster children’s sense of wonder in the natural world, encourage their curiosity, questioning and participatory action on issues of sustainability. Students will reflect on social, cultural and regulatory challenges to outdoor play for children under 6 years. Knowledge on safety and risk assessment is balanced with promotion of positive risk taking outdoors.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Appraise practice framework principles of emergent curriculum (e.g. Aistear) as applied to children's outdoor play and learning experiences birth to three and three to six years.
LO2 Determine challenges to outdoor play and learning at a regulatory, policy and practice level.
LO3 Connect provocations, children's emergent play themes and motives (indoors and outdoors) to the themes of Aistear and principles and standards of Síolta.
LO4 Devise child-initiated outdoor experiential learning opportunities to enable individual and group participatory identities to develop.
LO5 Establish sensorial engagement with nature and collaborate with children to document and share their outdoor learning motives and interests ( through discussion, questioning photography, art, maps, recordings etc.).
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Promoting sustainable practice and sensorial engagement with nature
Link children's indoor motives and dispositions for play and learning with the more sensorial, expansive and transitory aspects of outdoor spaces (birth to 3 and 3 to 6 years). Foster sensorial engagement with nature and collaborate with children to document and share their outdoor learning motives and interests. Encourage children to philosophise through questioning. Discuss and display documented learning to develop connections between children's home and school social and cultural environments in support of sustainable communities of practice
Outdoor learning - practice frameworks and First 5
Draw on national and international frameworks and policy to promote children's sense of well-being and belonging and promote collaborative meaning making in the outdoors - applying principles of an emergent curriculum including Síolta Standard 1 Rights of the child to children's outdoor play and learning experiences,
Safety in outdoor environments
Safety in outdoor environments covering general health and safety; group management, communication strategy; safe use and teaching of tools and equipment use in the outdoors. Identify affordances and challenges to outdoor play at a regulatory, policy and practice level and assess safety and risk in outdoor environments.
Promoting positive risk taking
Promoting positive risk taking - risk benefit assessment; promoting emotional intelligence and self-esteem; increasing autonomy, independence and critical thinking skills. Consult and collaborate with children within group contexts such as circle time to promote child-initiated outdoor experiential learning, where children themselves are encouraged to explore, problem solve, assess and take positive risks as they develop individual and group participatory identities.
Emergent curriculum
Adult role in supporting children's evolving individual and group participatory identities. Teachable moments; Fostering literacy and numeracy skills; Identifying, supporting and documenting emergent play themes naturally evolving; meaningful to the child; reciprocal and collaborative meaning making. Identify provocations, children's emergent play themes and motives (indoors and outdoors) and link to Aistear and Siolta to plan for and create affordances for inclusive play and learning opportunities in the outdoors.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Written Report % of Total Mark 20
Timing Week 4 Learning Outcomes 1,5
Assessment Description
Key learning - provocations; learning opportunities; promoting positive enquiry. Ongoing feedback provided.
Assessment Type Project % of Total Mark 30
Timing Week 10 Learning Outcomes 1,4
Assessment Description
Case study: choose an international model of practice and apply to Ireland.
Assessment Type Practical/Skills Evaluation % of Total Mark 50
Timing Week 13 Learning Outcomes 1,2,3,4,5
Assessment Description
Key learning - provocations; learning opportunities; promoting positive enquiry. Ongoing feedback provided.
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Supporting theories and international practice models Every Week 1.00 1
Lab Contact Outside instruction experiential learning Every Week 2.00 2
Independent Learning Non Contact Independent study Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Supporting theories and international practice models Every Week 1.00 1
Lab Contact Outside instruction experiential learning Every Week 2.00 2
Independent Learning Non Contact Independent study Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Supplementary Book Resources
  • Sydney Schwartz and Sherry Copeland. (2015), Connecting emergent curriculum and standards in the early childhood classroom, Columbia University; New York, [ISBN: 9780807751107].
  • Susan Davis, Nancy Eppler-Wolff. (2009), Raising Children Who Soar: A Guide to Healthy Risk-Taking in an Uncertain World, Teachers College Press, [ISBN: 0807749974].
  • Denise Long. (2011), Survivor Kid: A Practical Guide to Wilderness Survival, Chicago Press, [ISBN: 1569767084].
  • Trisha Maynard and Jane Waters. (2014), Exploring Outdoor Play in the Early Years, McGraw Hill, Open University Press, Berkshire, U.K., [ISBN: 13: 978033526].
  • Dara MacAnulty. (2021), Wild Child, A journey through nature, 1. Macmillan Children's Books, London, [ISBN: 9781529045321].
  • edited by Tim Waller, Eva Arlemalm-Hagser, Ellen Beate Hansen Sandseter, Libby Lee-Hammond, Kristi Lekies and Shirley Wyver.. (2017), Sage Handbook of Outdoor learning, 1. Thousand Oaks Sage publications, California, [ISBN: 9781473926608].
Recommended Article/Paper Resources
  • Barbara Humberstone. (2012), “Outdoor Learning as a means of promoting healthy and sustainable lifestyles and social inclusion for young people”, EUROPEAN OUTDOOR LEARNING SEMINAR.
  • Arie Kizel. (2016), Philosophy with Children as an educational platform for self-determined learning, Cogent Education, 3:1, 1244026,
    https://doi.org/10.1080/2331186X.2016.12 44026
  • Annie Cummins and Belinda Walsh. (2019), Land Art as creative practice that celebrates Nature and the Outdoors,, An Leanbh Óg, Volume no 12 Issue 1,
    https://omepireland.ie/an-leanbh-og-jour nals/
  • Emily J Murray, , and Patricia Hrusa Williams. (2019), Risk-tasking and Assessment in Toddlers During Nature Play:The Role of Family and Play Context, Journal of Adventure Education and outdoor learning, Volume 20 Issue 3,
    https://doi.org/10.1080/14729679.2019.16 60193
Supplementary Article/Paper Resources
  • Justin Dillon, Mark Rickinson et al. (2006), The value of outdoor learning: evidence from research in the UK and elsewhere, School Science Review, March 2006, 87(320).
  • Emilia Fägerstam. (2012), Space and Place Perspectives on outdoor teaching and learning, Department of Behavioural Sciences and Learning, [ISSN: ISSN 1654].
  • Peter Bentsen. (2013), The concept of udeskole in Danish schools, University of Copenhagen, Denmark.
  • Natural Learning Initiative. (2012), Benefits of Connecting Children with Nature, [ISSN: 919-515-8].
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HMONT_8 Bachelor of Arts (Honours) in Montessori Education 6 Elective
CR_HECEC_7 Bachelor of Arts in Early Childhood Education and Care 5 Mandatory