Outdoor Learning and Play : (Record no. 307844)
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| 000 -LEADER | |
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| fixed length control field | 12443nam a22004933i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC6681093 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240122001414.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231124s2021 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9783030725952 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9783030725945 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC6681093 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL6681093 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)1262309065 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1139.2-.5 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Grindheim, Liv Torunn. |
| 245 10 - TITLE STATEMENT | |
| Title | Outdoor Learning and Play : |
| Remainder of title | Pedagogical Practices and Children's Cultural Formation. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Cham : |
| Name of producer, publisher, distributor, manufacturer | Springer International Publishing AG, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2021. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | �2021. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (213 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | International Perspectives on Early Childhood Education and Development Series ; |
| Volume/sequential designation | v.34 |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Outdoor Learning and Play -- Foreword -- Acknowledgments -- Contents -- About the Contributors -- Chapter 1: Outdoors and Nature in Pedagogical Practices and in Cultural Historical Theory -- 1.1 Introduction -- 1.2 Theoretical Approach -- 1.3 Methodological Approach -- 1.4 Analysis and the Depicted Conditions -- 1.4.1 Toddlers' Outdoor Play, Imagination and Cultural Formation -- 1.4.2 Providing Outdoor Experiences for Infants and Toddlers: Pedagogical Possibilities and Challenges from a Brazilian Early Education Center Case Study -- 1.4.3 Princesses (Don't) Run in the Mud. Tracing Child's Perspectives in Parental Perception of Cultural Formation Through Outdoor Activities in Norwegian ECEC S -- 1.4.4 Children's Play and Social Relations in Nature and Kindergarten Playground: Examples from Norway -- 1.4.5 Utilisation and Design of Kindergarten Outdoor Spaces and Outdoor Activities -- 1.4.6 Children's Outdoor Play Activities in Kindergartens in China and in Norway -- 1.4.7 Exploring and Discussing the Taken for Granted Advantage of Outdoor Play in Norway -- 1.4.8 'All the Wild' in Wales -- 1.4.9 E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment -- 1.4.10 Curious Curiosity - Reflections on How ECTE Lecturers Perceive Children's Curiosity -- 1.4.11 Conditions for Cultural Formations in the Ten Chapters -- 1.5 Perceptions of Nature as an Arena for Cultural Formations -- 1.6 Summing Up -- References -- Chapter 2: Toddlers' Outdoor Play, Imagination and Cultural Formation -- 2.1 Introduction -- 2.2 Theoretical Grounding -- 2.2.1 Socio-cultural Experience -- 2.2.2 Imagined and Embodied Transformations -- 2.3 Method: Visual Narrative Methodology -- 2.4 Story One: Toddler Luci (2 Years Old) -- 2.5 Story Two: Silvia (2 Years Old) -- 2.6 Story Three: El (2.7 Years Old) -- 2.7 Discussion. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 2.7.1 Cultural Formation in Toddlers' Outdoor Environment -- 2.7.2 Family Members' Encouragement of Toddler's Imaginative Transformations Through Active Exploration in Outdoor Environments -- 2.8 Conclusion -- References -- Chapter 3: Providing Outdoor Experiences for Infants and Toddlers: Pedagogical Possibilities and Challenges from a Brazilian Early Childhood Education Centre Case Study -- 3.1 Urbanization in Latin America and Children's Access to Outdoors -- 3.2 Research Question and Objective -- 3.3 Theoretical Approach -- 3.4 Methodology -- 3.5 Results and Discussion -- 3.5.1 Attached Outdoor Spaces as Part of Everyday Life -- 3.5.2 Projects, Workshops and the Diversification of Spaces -- 3.5.3 Paving the Way for the Wider (Green and Concrete) Outdoor Areas -- 3.6 Final Considerations -- References -- Chapter 4: Princesses (Don't) Run in the Mud: Tracing the Child's Perspective in Parental Perceptions of Cultural Formation Through Outdoor Activities in Norwegian ECEs -- 4.1 Introduction -- 4.2 The Cultural Historical Wholeness Approach and Cultural Formation -- 4.3 Cultural Formation -- 4.4 The Child's and Children's Perspectives -- 4.5 Gender Equality: A Value Position Occurring Across Countries and Societies (Poland and Norway) -- 4.6 The Heteronormative Matrix: Background to (Traditional) Gender Dualism -- 4.7 Methodology -- 4.7.1 Content Analysis with a Focus on Outdoor Education -- 4.7.2 Research Participants -- 4.7.3 Researcher -- 4.7.4 Ethics -- 4.8 Results -- 4.8.1 Gender-Traditional Parents of Boys -- 4.8.1.1 "Manning the Boys Up": Outdoor Activities Safeguarding Heteronorm -- 4.8.2 Gender-Liberal Parents of Boys -- 4.8.2.1 Creating One's Self in Respectful Dialogue with the Staff, Who Impose Activities But Not Attitudes -- 4.8.2.2 Outdoor Activities as Meeting the Child's Interests and Preventing "Drop-Out". |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 4.8.2.3 Witnessing Girls as Equally Strong: Facilitating Gender Equality in the Future -- 4.8.3 Gender-Traditional Parents of Girls -- 4.8.3.1 Outdoor Activities as a Tool of Normative Disaster -- 4.8.3.2 It's Not for the Girls, But It's Good for My Relationship with My Daughter -- 4.8.4 Gender-Liberated Parents of Girls -- 4.8.4.1 Outdoor Activities as an Institutional Way of Meeting the Girls' Diverse Interests -- 4.8.4.2 Outdoor Activity and Interaction with Staff as Creating Children's Subjectivity -- 4.9 Discussion -- 4.10 Conclusions -- References -- Chapter 5: Children's Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway -- 5.1 Introduction -- 5.2 Theoretical Perspective on Play -- 5.3 Children's Learning, Development and Cultural Formation -- 5.4 Studying children's Outdoor Play Activities and Social Relations -- 5.4.1 The Kindergarten -- 5.4.2 Children -- 5.4.3 Kindergarten Teachers -- 5.4.4 The Empirical Material -- 5.5 Benjamin's Play Activities and Participation in Playgroups -- 5.5.1 Example 1. The King's Place -- 5.5.1.1 'What Does She Want to Hear From Us?' -- 5.5.2 Example 2: 'Hey, Don't Push Me!' -- 5.6 Discussion -- 5.7 Conclusion -- References -- Chapter 6: Utilisation and Design of Kindergarten Outdoor Space and the Outdoor Activities: A Case Study of Kindergartens in Bergen, Norway and Anji in China -- 6.1 Introduction -- 6.2 The Background -- 6.2.1 Anji and Bergen -- 6.2.2 Anji Play: The Way to 'True Play' -- 6.3 Cultural Relativism -- 6.4 Method -- 6.5 Utilisation and Design of Kindergarten Outdoor Space from the Institutional Level -- 6.5.1 Challenge and Breakthrough: Kindergarten Return to Nature -- 6.5.2 Inheritance and Continuation: Kindergarten in Nature -- 6.5.3 Similarities and Differences of Kindergarten Outdoor Environment from the Institutional and Societal Levels. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 6.6 Learning and Reflection of Outdoor Play from the Individual Level -- 6.7 Significant Features of Cultural Formation from the Three Levels -- 6.8 Conclusion -- Acknowledgements We acknowledge support from Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education (Diku), The UTFORSK Programme hosted by �Asta Birkeland, Western Norway University of Applied Sciences, Kindergarten -- Chapter 7: Time Regulation as Institutional Condition for Children's Outdoor Play and Cultural Formation in Kindergarten -- 7.1 Introduction -- 7.2 Theoretical Framework -- 7.3 Studying Children's Outdoor Play Activities in Kindergarten -- 7.3.1 The Sample of Kindergartens -- 7.3.2 Participants -- 7.3.3 Empirical Material and Analyses -- 7.4 Ethics -- 7.5 Findings and Analysis of Empirical Material -- 7.5.1 The General Daily Time Schedule -- 7.5.2 The Time Schedule on the Outdoor Playground -- 7.5.3 Time Regulation of the Transitions Between Activities -- 7.5.3.1 Transition from Indoor to Outdoor Activities in the Chinese Kindergarten -- 7.5.3.2 Transition from Indoor to Outdoor Activities in the Norwegian Kindergarten -- 7.5.4 Analyses of Values, Expectations, and Goals during Outdoor Playtime -- 7.6 Discussion -- 7.6.1 Time Regulation as Condition for Institutional Practices -- 7.6.2 Conditions for Play and Cultural Formation -- 7.7 Concluding Remarks -- References -- Chapter 8: Exploring the Taken-for-Granted Advantage of Outdoor Play in Norwegian Early Childhood Education -- 8.1 Introduction -- 8.2 Theoretical Framework -- 8.3 Method -- 8.4 Analysis and Findings: Conflicts in the Four Perspectives -- 8.4.1 Conflict from the Personal Perspective -- 8.4.1.1 Less Controlled Play Versus the Need for Teachers to Be Present and Involved -- 8.4.2 Conflicts from the Institutional Perspective. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 8.4.2.1 Education in Nature Versus Valuing Institutional Activities -- 8.4.2.2 Valuing Children as Tribes Separated from Adults Versus Intergenerational Perspectives -- 8.4.2.3 Motivations for Outdoor Activities Versus Claims for more Administrative Tasks -- 8.4.3 Conflict from the Cultural Perspective -- 8.4.3.1 Unstructured Outdoor Activities Versus Measurable Educational Outcomes -- 8.4.4 Conflicts from the Perception of Nature -- 8.4.4.1 Nature as Good Versus Nature as Dangerous -- 8.4.4.2 Nature as Valuable in Itself Versus Nature as a Tool for Meeting Human Needs -- 8.5 Summing Up and Exploring the Emerging Conflicts -- Acknowledgements I acknowledge support from The Research Council of Norway (project code 275575), Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures (KINDknow) and Western Norway University of Applied Sciences. -- Chapter 9: 'All of the Wild': Cultural Formation in Wales Through Outdoor Play at Forest School -- 9.1 Background -- 9.2 Theoretical Approach -- 9.3 Method -- 9.4 Material -- 9.5 Analysis -- 9.5.1 Conflict: Institutional Conditions for Outdoor Play -- 9.5.2 Conflict: Motive Orientations and the Personal Perspective -- 9.6 Discussion -- Acknowledgements A much-valued PhD studentship from the Wales Centre for Equity in Education and The University of Wales Trinity Saint David supported the research upon which this chapter is based. -- Chapter 10: E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment -- 10.1 Introduction -- 10.2 Background Literature on Sustainability -- 10.3 The Study -- 10.3.1 Participants -- 10.3.2 Procedure -- 10.4 Findings -- 10.4.1 Everyday Family Practices that Give Time and Space to the Cultural Formation of E-STEM -- 10.4.2 Everyday Adult-Child Interactions that Support the Cultural Formation of E-STEM Concepts. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 10.4.2.1 Indirect Attention on Abstraction. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | S�rensen, Hanne V�rum. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Rekers, Angela. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Grindheim, Liv Torunn |
| Title | Outdoor Learning and Play |
| Place, publisher, and date of publication | Cham : Springer International Publishing AG,c2021 |
| International Standard Book Number | 9783030725945 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | International Perspectives on Early Childhood Education and Development Series |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/bacm-ebooks/detail.action?docID=6681093">https://ebookcentral.proquest.com/lib/bacm-ebooks/detail.action?docID=6681093</a> |
| Public note | Click to View |
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