Difference between revisions of "Bateman-Waters2018"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Amanda Bateman; Jane Waters | |Author(s)=Amanda Bateman; Jane Waters | ||
| − | |Title=Risk- | + | |Title=Risk-taking in the New Zealand bush: issues of resilience and wellbeing |
|Tag(s)=EMCA; Outdoors; Play; Teachers; Teacher-child interaction; New Zealand; Resilience | |Tag(s)=EMCA; Outdoors; Play; Teachers; Teacher-child interaction; New Zealand; Resilience | ||
|Key=Bateman-Waters2018 | |Key=Bateman-Waters2018 | ||
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|Volume=12 | |Volume=12 | ||
|Number=2 | |Number=2 | ||
| − | |Pages= | + | |Pages=7–29 |
|URL=http://www.pecerajournal.com/?page=5&a=20382246 | |URL=http://www.pecerajournal.com/?page=5&a=20382246 | ||
| − | |DOI= | + | |DOI=10.17206/apjrece.2018.12.2.7 |
|Abstract=This article discusses a single case analysis of teacher-child interactions on an everyday bush walk in New Zealand. It uses a combination of the Leuven wellbeing scale (Laevers, 2000) and a conversation analysis approach to explore how children and teachers attend to specific features of the outdoor environment in a way that encourages risk-taking and builds resilience through problem solving. The collaborative achievement of the activities between the pre- school teacher and the fouryear- old children are discussed as an important and necessary aspect of the interactions, which we suggest may represent physical sustained shared thinking, for supporting wellbeing whilst building resilience and risk-taking. Implications for future practice are considered with regard to implementation of early childhood curricula. | |Abstract=This article discusses a single case analysis of teacher-child interactions on an everyday bush walk in New Zealand. It uses a combination of the Leuven wellbeing scale (Laevers, 2000) and a conversation analysis approach to explore how children and teachers attend to specific features of the outdoor environment in a way that encourages risk-taking and builds resilience through problem solving. The collaborative achievement of the activities between the pre- school teacher and the fouryear- old children are discussed as an important and necessary aspect of the interactions, which we suggest may represent physical sustained shared thinking, for supporting wellbeing whilst building resilience and risk-taking. Implications for future practice are considered with regard to implementation of early childhood curricula. | ||
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Latest revision as of 02:53, 14 January 2020
| Bateman-Waters2018 | |
|---|---|
| BibType | ARTICLE |
| Key | Bateman-Waters2018 |
| Author(s) | Amanda Bateman, Jane Waters |
| Title | Risk-taking in the New Zealand bush: issues of resilience and wellbeing |
| Editor(s) | |
| Tag(s) | EMCA, Outdoors, Play, Teachers, Teacher-child interaction, New Zealand, Resilience |
| Publisher | |
| Year | 2018 |
| Language | English |
| City | |
| Month | |
| Journal | Asia-Pacific Journal of Research in Early Childhood Education |
| Volume | 12 |
| Number | 2 |
| Pages | 7–29 |
| URL | Link |
| DOI | 10.17206/apjrece.2018.12.2.7 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article discusses a single case analysis of teacher-child interactions on an everyday bush walk in New Zealand. It uses a combination of the Leuven wellbeing scale (Laevers, 2000) and a conversation analysis approach to explore how children and teachers attend to specific features of the outdoor environment in a way that encourages risk-taking and builds resilience through problem solving. The collaborative achievement of the activities between the pre- school teacher and the fouryear- old children are discussed as an important and necessary aspect of the interactions, which we suggest may represent physical sustained shared thinking, for supporting wellbeing whilst building resilience and risk-taking. Implications for future practice are considered with regard to implementation of early childhood curricula.
Notes
