Assessing learning in the early years’ outdoor classroom: examining challenges in practice

References

• Aasen, W., L. T. Grindheim, and J. Waters. 2009. “The Outdoor Environment as a Site for Children’s Participation, Meaning-Making and Democratic Learning: Examples from Norwegian Kindergartens.” Education 3-13: International Journal of Primary, Elementary and Early Years Education 37 (1): 5–13. doi: 10.1080/03004270802291749
   Google Scholar
• Allsopp, N. 2014. “Assessment.” In Education Studies: An Issue Based Approach. 3rd ed., edited by W. Curtis, S. Ward, J. Sharp, and L. Hankin, 61–74. London: Sage.
   Google Scholar
• Bartlett, S., and D. Burton. 2016. “The Influence of Gender in the Classroom: How Boys and Girls Learn.” In Teaching and Learning in Diverse and Inclusive Classrooms. 2nd ed., edited by G. Richards and F. Armstrong, 54–64. Oxon: Routledge.
   Google Scholar
• Basford, J., and C. Bath. 2014. “Playing the Assessment Game: An English Early Childhood Education Perspective.” Early Years 34 (2): 119–132. doi: 10.1080/09575146.2014.903386
   Google Scholar
• Bradbury, A. 2014. “Learning, Assessment and Equality in Early Childhood Education (ECE) Settings in England.” European Early Childhood Education Research Journal 22 (3): 347–354. doi: 10.1080/1350293X.2014.912897
   Web of Science ®Google Scholar
• Bundy, A. B., T. Luckett, P. J. Tranter, G. A. Naughton, S. R. Wyver, J. Ragen, and G. Spies. 2009. “The Risk Is That There Is ‘No Risk’: A Simple, Innovative Intervention to Increase Children’s Activity Levels.” International Journal of Early Years Education 17 (1): 33–45. doi: 10.1080/09669760802699878
   Google Scholar
• Denscombe, M. 2010. The Good Research Guide for Small Scale Social Research Projects. 4th ed. Maidenhead: Open University Press.
   Google Scholar
• DCELLS (Department for Children, Education, Lifelong Learning and Skills). 2008. Foundation Phase Framework for Children’s Learning for 3 to 7-year-olds in Wales. Cardiff: Welsh Assembly Government.
   Google Scholar
• DCELLS (Department for Children, Education, Lifelong Learning and Skills). 2009. Foundation Phase Outdoor Learning Handbook. Cardiff: Welsh Assembly Government.
   Google Scholar
• DfES (Department for Education and Skills). 2013. National Literacy and Numeracy Framework: To Support Schools in Introducing the National Literacy and Numeracy Framework. Information Document. Cardiff: Welsh Government.
   Google Scholar
• DfES (Department for Education and Skills). 2014. Curriculum for Wales: Revised Areas of Learning (Language, Literacy and Communication Skills and Mathematical Development) and Programmes of Study (English, Welsh (First Language) and Mathematics) – Foundation Phase to Key Stage 4. Phase 1: Literacy and Numeracy. Consultation – Summary of Responses. Cardiff: Welsh Government.
   Google Scholar
• Donaldson, G. 2015. Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. Cardiff: Welsh Government.
   Google Scholar
• Elliott, H. 2014. “Forest School in an Inner City? Making the Impossible Possible.” Education 3-13: International Journal of Primary, Elementary and Early Years Education 42 (2): 1–9.
   Google Scholar
• Eloquin, X., and T. Hutchinson. 2011. “SEALs in the Woods.” In Forest School for All, edited by S. Knight, 137–152. London: Sage Publications.
   Google Scholar
• Estyn (Her Majesty’s Inspectorate for Education and Training in Wales). 2011. Outdoor Learning, an Evaluation of Learning in the Outdoors for Children Under Five in the Foundation Phase. Crown Copyright. Cardiff: Estyn Publication Section.
   Google Scholar
• Fägerstam, E., and J. Samuelsson. 2014. “Learning Arithmetic Outdoors in Junior High School – Influence on Performance and Self-Regulating Skills.” Education 3-13: International Journal of Primary, Elementary and Early Years Education 42 (4): 419–431. doi: 10.1080/03004279.2012.713374
   Google Scholar
• Glazzard, J. 2014. “Observation and Assessment.” In Foundations of Early Childhood. Principles and Practice, edited by P. Mukherji and L. Dryden, 62–80. London: Sage.
   Google Scholar
• Groves, L., and H. McNish. 2011. Natural Play: Making a Difference to Children’s Learning and Wellbeing: A Longitudinal Study of the Forestry Commission – Merrylee Primary School – Glasgow City Council Partnership 2008–2011. Executive Summary. Edinburgh: Forestry Commission Scotland.
   Google Scholar
• Hamilton, P., and L. Jones. 2014. “Illuminating the ‘Boy Problem’ from Children’s and Teachers’ Perspectives: A Pilot Study.” Education 3-13: International Journal of Primary, Elementary and Early Years Education. Published On-Line: April 8, 2014. doi:10.1080/03004279.2014.903987.
   Google Scholar
• Hamilton, P., and B. Roberts. 2015. “Man-Up, Go and Get an Ice-Pack. Gendered Stereotypes and Binaries Within the Primary Classroom: A Thing of the Past?” Education 3-13: International Journal of Primary, Elementary and Early Years Education. Published On-Line: June 30, 2015. doi:10.1080/03004279.2015.1059871.
   Google Scholar
• Hännikäinen, M., and H. Rasku-Puttonen. 2010. “Promoting Children’s Participation: The Role of Teachers in Preschool and Primary School Learning Sessions.” Early Years 30 (2): 147–160. doi: 10.1080/09575146.2010.485555
   Google Scholar
• Humberstone, B., and I. Stan. 2011. “Outdoor Learning: Primary Pupils’ Experiences and Teachers’ Interaction in Outdoor Learning.” Education 3-13: International Journal of Primary, Elementary and Early Years Education 39 (5): 529–540. doi: 10.1080/03004279.2010.487837
   Google Scholar
• Johnson, T. 2014. “Recent Legislation and Policy Initiatives (1997-Present).” In Foundations of Early Childhood: Principles and Practice, edited by P. Mukherji and L. Dryden, 202–222. London: Sage.
   Google Scholar
• Klaar, S., and J. Öhman. 2014. “Children’s Meaning-Making of Nature in an Outdoor-Oriented and Democratic Swedish Preschool Practice.” European Early Childhood Education Research Journal 22 (2): 229–253. doi: 10.1080/1350293X.2014.883721
   Web of Science ®Google Scholar
• Knight, S. 2009. Forest Schools and Outdoor Learning in the Early Years. London: Sage Publications.
   Google Scholar
• Knight, S. 2011. Risk and Adventure in Early Years Outdoor Play: Learning from Forest Schools. London: Sage Publications.
   Google Scholar
• Learning and Teaching Scotland. 2010. Curriculum for Excellence Through Outdoor Learning. Glasgow: Learning and Teaching Scotland.
   Google Scholar
• Lee-Hammond, L., and T. Waller. 2014. “International Perspectives.” In An Introduction to Early Childhood. 3rd ed., edited by T. Waller and G. Davis, 27–46. London: Sage.
   Google Scholar
• Little, H., S. Wyver, and F. Gibson. 2011. “The Influence of Play Context and Adult Attitudes on Young Children’s Physical Risk-Taking During Outdoor Play.” European Early Childhood Education Research Journal 19 (1): 113–131. doi: 10.1080/1350293X.2011.548959
   Web of Science ®Google Scholar
• Marks-Woolfson, L. 2011. Educational Psychology: The Impact of Psychological Research on Education. Essex: Pearson.
   Google Scholar
• May, P., E. Ashford, and G. Bottle. 2006. Sound Beginnings: Learning and Development in the Early Years. London: David Fulton Publishers.
   Google Scholar
• Maynard, T., and S. Chicken. 2010. “Through a Different Lens: Exploring Reggio Emilia in a Welsh Context.” Early Years: An International Journal of Research and Development 27 (3): 255–265. doi: 10.1080/09575140701594400
   Google Scholar
• Maynard, T., and J. Waters. 2007. “Learning in the Outdoor Environment: A Missed Opportunity.” Early Years: An International Journal of Research and Development 27 (3): 255–265. doi: 10.1080/09575140701594400
   Google Scholar
• McInnes, K., J. Howard, K. Crowley, and G. Miles. 2013. “The Nature of Adult–Child Interaction in the Early Years Classroom: Implications for Children’s Perceptions of Play and Subsequent Learning Behaviour.” Early Years: An International Journal of Research and Development 21 (2): 268–282.
   Google Scholar
• Muijs, D., and D. Reynolds. 2011. Effective Teaching: Evidence and Practice. 3rd ed. London: Sage.
   Google Scholar
• O’Brien, L. 2009. “Learning Outdoors: The Forest School Approach.” Education 3-13 37 (1): 45–60. doi: 10.1080/03004270802291798
   Google Scholar
• OECD (Organisation for Economic Co-operation and Development). 2014. Improving Schools in Wales: An OECD Perspective. Paris: OECD.
   Google Scholar
• Sime, E., and L. Taplin. 2011. “Physical Development, Health and Well-Being: The Role of Physical Education ‘Outside’.” In Children Learning Outside the Classroom: From Birth to Eleven, edited by S. Waite, 133–146. London: Sage Publications.
   Google Scholar
• Siraj-Blatchford, I., K. Sylva, J. Laugharne, E. Milton, and F. Charles. 2006. Foundation Phase Pilot: First Year Evaluation Report. Monitoring and Evaluation of the Effective Implementation of the Foundation Phase (MEEIFP) Project Across Wales. Cardiff: Department for Training and Education.
   Google Scholar
• Soylemez, A. 2010. “A Study on How Social Gender Identity is Constructed in EFL Coursebooks.” Procedia Social and Behavioral Sciences 9 (1): 747–752. doi: 10.1016/j.sbspro.2010.12.228
   Google Scholar
• Storli, R., and T. L. Hagen. 2010. “Affordances in Outdoor Environments and Children’s Physically Active Play in Pre-School.” European Early Childhood Education Research Journal 18 (4): 445–456. doi: 10.1080/1350293X.2010.525923
   Web of Science ®Google Scholar
• Sundaram, V. 2010. “Gender and Education.” In Education Studies Textbook, edited by J. Arthur and I. Davies, 50–60. Oxon: Routledge.
   Google Scholar
• Thompson, B. 2011. “Reassessing Gender Issues in the Primary Classroom.” In Supporting Inclusive Practice. 3rd ed., edited by G. Knowles, 46–62. Oxon: Routledge.
   Google Scholar
• Tickell, C. 2011. The Early Years: Foundations for Life, Health and Learning. An Independent Report on the Early Years Foundation Stage Framework to Her Majesty’s Government. London: DfES.
   Google Scholar
• Tovey, H., and T. Waller. 2014. “Outdoor Play and Learning.” In An Introduction to Early Childhood. 3rd ed., edited by T. Waller and G. Davis, 146–165. London: Sage.
   Google Scholar
• Waite, S. 2011. “Making a Difference: Learning on a Grand Scale.” In Children Learning Outside the Classroom: From Birth to Eleven, edited by S. Waite, 201–212. London: Sage Publications.
   Google Scholar
• Waite, S., and B. Davis. 2007. “The Contribution of Free Play and Structured Activities in Forest School to Learning Beyond Cognition: An English Case.” In Learning Beyond Cognition, edited by B. Ravn and N. Kryger, 257–274. Copenhagen: The Danish University of Education.
   Google Scholar
• Waite, S., and N. Pratt. 2011. “Theoretical Perspectives on Learning Outside the Classroom: Relationships Between Learning and Place.” In Children Learning Outside the Classroom: From Birth to Eleven, edited by S. Waite, 1–18. London: Sage Publications.
   Google Scholar
• Waldron, S., M. Rhys, and C. Taylor. 2014a. Evaluating the Foundation Phase: Key Findings on Children and Families. Cardiff: Welsh Government Social Research.
   Google Scholar
• Waldron, S., M. Rhys, and C. Taylor. 2014b. Evaluating the Foundation Phase: Key Findings on Pedagogy and Understanding. Cardiff: Welsh Government Social Research.
   Google Scholar
• Waller, T., E. B. H. Sandseter, S. Wyver, E. Ärlemalm-Hagsér, and T. Maynard. 2010. “The Dynamics of Early Childhood Spaces: Opportunities for Outdoor Play?” European Early Childhood Education Research Journal 18 (4): 437–443. doi: 10.1080/1350293X.2010.525917
   Web of Science ®Google Scholar
• Waters, J. 2013. “Talking in Wild Outdoor Spaces: Children Bringing Their Interests to Their Teachers in Wales.” In International Perspectives on Forest School: Natural Spaces to Play and Learn, edited by S. Knight, 12–26. London: Sage Publications.
   Google Scholar
• Wragg, M. 2013. “Towards an Inversion of the Deficit Model of Intervention in Children’s Play.” European Early Childhood Education Research Journal 21 (2): 283–291. doi: 10.1080/1350293X.2013.789197
   Web of Science ®Google Scholar