Module Details
Module Code: |
CHLD7007 |
Title: |
Outdoor Learning in ECEC
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Long Title:
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Outdoor Learning in ECEC
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NFQ Level: |
Intermediate |
Valid From: |
Semester 1 - 2022/23 ( September 2022 ) |
Field of Study: |
7610 - Childcare
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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.
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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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).
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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.
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No incompatible modules listed |
Co-requisite Modules
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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.
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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
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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,
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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.
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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.
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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.
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Module Content & Assessment
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Assessment Breakdown | % |
Coursework | 100.00% |
Assessments
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.
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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
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Supplementary Book Resources |
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Sydney Schwartz and Sherry Copeland. (2015), Connecting emergent curriculum and standards in the early childhood classroom, Columbia University; New York, [ISBN: 9780807751107].
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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].
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Denise Long. (2011), Survivor Kid: A Practical Guide to Wilderness Survival, Chicago Press, [ISBN: 1569767084].
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Trisha Maynard and Jane Waters. (2014), Exploring Outdoor Play in the Early Years, McGraw Hill, Open University Press, Berkshire, U.K., [ISBN: 13: 978033526].
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Dara MacAnulty. (2021), Wild Child, A journey through nature, 1. Macmillan Children's Books, London, [ISBN: 9781529045321].
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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 |
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Barbara Humberstone. (2012), “Outdoor Learning as a means of
promoting healthy and sustainable
lifestyles and social inclusion for
young people”, EUROPEAN OUTDOOR LEARNING SEMINAR.
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Arie Kizel. (2016), Philosophy with Children as an
educational platform for self-determined
learning, Cogent Education, 3:1, 1244026,
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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,
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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,
| Supplementary Article/Paper Resources |
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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).
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Emilia Fägerstam. (2012), Space and Place Perspectives on outdoor
teaching and learning, Department of Behavioural Sciences and
Learning, [ISSN: ISSN 1654].
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Peter Bentsen. (2013), The concept of udeskole in Danish
schools, University of Copenhagen, Denmark.
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Natural Learning Initiative. (2012), Benefits of Connecting Children with
Nature, [ISSN: 919-515-8].
| Other Resources |
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Website, Barnardos. (2015), Outdoor Play, Ireland,
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Website, Department of Children and Youth Affairs. (2011), 1 The place of the outdoors in
constructions of a ‘good’ childhood: An
interdisciplinary study of outdoor
provision in early childhood care and
education in urban settings, Dublin, Margaret Kernan,
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Website, National Council for Curriculum and
Assessment. (2018), Aistear The Early Childhood Curriculum
Framework, Dublin, NCCA,
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Website, Centre for Early Childhood Development
and Education. (2006), Síolta The National Quality Framework
for Early Childhood Education, Dublin, CECDE,
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Website, Department of Health and Children. (2016), Child Care (Pre-school Services)
Regulations 2016, Dublin,
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Website, New Zealand Ministry of Education.. (2018), Te Whariki, New Zealand,
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Website, Reggio Children. (1998), Reggio Children, Italy, Centro Internazionale Loris Malaguzzi,
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Website, TUSLA. (2014), TUSLA Child and Family Agency,
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Website, Centre for Early Childhood Development
and Education. (2006), Síolta - Research Digest Standard 2
Environments, CECDE,
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Website, United Nations. (2016), United Nations Sustainable Development
Goals, New York, United Nations,
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Website, National Biodiversity Data Centre. (2021), All Ireland Pollinator Plan, Kilkennny, National Biodiversity Data Centre,
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Website, Children's Rights Alliance. (2010), United Nations Convention on the Rights
of the Child booklet, Dublin, Children's Rights Alliance,
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Website, Early Childhood Ireland. (2016), Early Childhood Ireland Risk Management
policy, Dublin, Early Childhood Ireland,
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Website, The University of Edinburgh. (2022), Embedding Learning for Sustainability in
Scottish education policy and teaching
practice, Scotland, The University of Edinburgh,
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