Citations: The type and frequency of interactions that occur between staff and children outside in Early Years Foundation Stage settings during a fixed playtime period when there are tricycles available

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Citations (10)

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Read on this site (6)

Mehmet Mart & Sue Waite. (2023) Degrees of freedom: reflections on perceived barriers to outdoor learning practice for early education in England and Turkey. Early Years 43:4-5, pages 744-762.
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Karina Abbott & Susan Flynn. (2022) Outdoor education, interaction and reflection: a study of Irish outdoor ECEC. Irish Educational Studies 0:0, pages 1-21.
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Juvas Marianne Liljas & Jenny Isberg. (2022) ‘I can teach you that’: a study of musical interaction as a learning-generating practice in Swedish preschool everyday environments. Early Years 0:0, pages 1-14.
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Michelle Semple-McBean. (2017) The art of ‘smart gaff’: reshaping early childhood caregiver–child interactions in Guyana. Early Years 37:4, pages 355-369.
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Kwi-Ok Nah & Tim Waller. (2015) Outdoor play in preschools in England and South Korea: learning from polyvocal methods. Early Child Development and Care 185:11-12, pages 2010-2025.
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Pete Boyd. (2014) Learning conversations: teacher researchers evaluating dialogic strategies in early years settings. International Journal of Early Years Education 22:4, pages 441-456.
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Articles from other publishers (4)

Amanda J. Muhammad, Gloysis Mayers & Deborah G. Wooldridge. 2019. Early Childhood Development. Early Childhood Development 295 311 .

Helen Bilton & Jane Waters. (2016) Why Take Young Children Outside? A Critical Consideration of the Professed Aims for Outdoor Learning in the Early Years by Teachers from England and Wales. Social Sciences 6:1, pages 1.
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Amanda J. Muhammad, Gloysis Mayers & Deborah G. Wooldridge. 2016. Handbook of Research on Applied Learning Theory and Design in Modern Education. Handbook of Research on Applied Learning Theory and Design in Modern Education 589 603 .

Joanna Johnson. (2015) Outdoor language use. Early Years Educator 16:9, pages 18-20.
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The type and frequency of interactions that occur between staff and children outside in Early Years Foundation Stage settings during a fixed playtime period when there are tricycles available

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The type and frequency of interactions that occur between staff and children outside in Early Years Foundation Stage settings during a fixed playtime period when there are tricycles available

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