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" Outdoor learning in the early years : "
Helen Bilton.
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BL
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| Record Number
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785107
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| Doc. No
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b605121
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| Main Entry
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Helen Bilton.
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| Title & Author
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Outdoor learning in the early years : : management and innovation\ Helen Bilton.
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| Edition Statement
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3rd ed
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| Publication Statement
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New York: Routledge, 2010
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| Page. NO
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(xv, 255 pages) : illustrations
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| ISBN
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0203860136
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: 0415454778
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: 0415567599
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: 9780203860137
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: 9780415454773
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: 9780415567596
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| Contents
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Introduction --; Children and outside --; Increased interest in outdoor play --; Types of outdoor provision --; A description of what good outdoor provision might look like --; This edition --; Chapter summaries --; How to use this book --; Terminology --; Discussion --; pt. 1. Putting the outside into perspective --; The benefits of outdoor learning --; Summary --; Children being outside --; Environmental influence --; Fresh air --; Sunlight and daylight --; Peace and quiet --; Physical Development, motor development, exercise and rest --; Freedom --; Risk and challenge --; Learning through movement --; Discussion --; Question and Ideas --; The environment for teaching and learning --; Summary --; The environment --; Organisation and management --; Expectations --; Time --; Child initiated --; Space --; Teaching and learning --; Learning experiences or adventures --; Redefining work and play --; The process and product of work and play --; The importance of play --; A play continuum --; Analysing behavior during play episodes --; The play spiral --; A supportive play environment --; Well planned --; Adult involvement --; Plenty of resources and versatile resources --; Children in control --; Involving others --; Involving talking and listening --; Having time to play --; A word about role play --; Play fighting --; Talking about play --; A supportive work environment --; Well planned and executed --; Involving everyone --; Involving instructional talk and action --; Having lots of time available --; Discussion --; Questions --; Historical and international context --; Summary --; Influences --; Under-fives in elementary schools --; An interest in childhood --; The nursery garden --; Decline of the outdoor play area --; Compensatory education --; Rise of nursery classes --; Lack of trained nursery specialists --; Learning from the past --; Today --; International dimension --; Childhood --; Discussion --; Questions --; pt. 2. Making it work --; The guiding principles for outdoor teaching and learning --; Summary --; Indoors and outdoors need to be viewed as one combined and integrated environment --; Indoors and outdoors need to be available to the children simultaneously --; Outdoors in an equal player to indoors and should receive planning, management, eveluation, resourcing, staffing and adult interaction on a par with indoors --; Outdoors is both a teaching and learning environment --; Outdoors design and layout needs careful consideration --; Outdoor play is central to young children's learning --; The outdoor classroom offers children the opportunity to utilise effective modes of learning --; Children need versatile equipment and environments --; Children need to be able to control, change and modify their environment --; Staff have to be supportive towards outdoor play --; Discussion --; Question --; Learning experiences/bays --; Summary --; Dividing outside --; Space and place --; Flexibility --; Layout --; Moving from indoors to outdoors --; Resources --; Boundaries --; Continuity of provision --; Outdoors not indoors out-of-doors --; The curriculum outside --; Imaginative play --; Bikes --; Building, construction and material play --; Gross motor development --; Gardening/horticulture --; Environmental and scientific discovery --; Creative development including art, drawing and music --; Quiet refelction --; Other experiences out doors --; Discussion --; Questions --; Children using the outdoor environment --; Summary --; A sense of worth --; Self-regulation --; Dispositions --; Children working indoors and outdoors --; Gender --; Gender and outside --; Who children play with when outside --; Children-outdoor play and playtime --; A partially sighted child using the outdoor are --; Discussion --; Question --; The role of the adult --; Summary --; Planning for and evaluating learning --; Fine-tuning --; Knowing what to look for --; Adult behaviour and gender --; Joining in with children's play --; Skill teaching --; Talking and listening to children --; Deployment of staff --; Setting up and tidying away --; Parents --; Supportive learning environments, more than just health and safety --; Analysis of practice --; Discussion --; Questions --; pt. 3. Making changes --; Developing outdoor provision --; Summary --; Size and layout --; A small space --; A large space --; Fixed equipment --; Slopes --; The weather --; Covered areas --; Surfaces --; Seating --; The look of the place --; Storage --; Tap --; designers --; Primary playtime --; Making playtime work for children and staff --; The planned primary curriculum and outside --; Discussion --; Questions --; Epilogue --; pt. 4. Further information --; Contacts and resources --; Local contacts for resources --; Royal Society for the Prevention of Accidents (RoSPA) --; Community Playthings --; Sheds --; Woodwork --; A-frames/trestles --; Creative Cascade --; Educational suppliers --; Other resources.
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| Abstract
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"Outdoor Learning in the Early Years contains a multitude of ideas and activities for working outdoors in the early years and provides a framework within which professionals can analyse and develop their outdoor provision and environment. This book is essential reading for all EYFS and Key Stage 1 practitioners, and for trainee teachers, their tutors, and mentors."--Pub. desc.
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| Subject
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Education, Preschool.
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| Subject
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Outdoor education.
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| Subject
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Outdoor recreation for children.
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| LC Classification
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LB1047.H454 2010
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| Added Entry
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Helen Bilton
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