How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond

IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Elisa A. Pope, S. Marston, Moses Thompson, Scott T Larson
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引用次数: 2

Abstract

ABSTRACT Play is essential to learning and development in the early childhood years. Young children experiment with new skills through play, which supports the development of new competencies and furthers cognitive development. Nontraditional learning spaces such as teaching and learning gardens provide excellent opportunities for children to engage in purposeful play that supports their well-being, cognitive and identity development, and promotes positive emotional experiences. Self-determination theory, cognitive psychology, and developmental psychology offer useful frameworks for understanding how play in school gardens can improve motivation and promote meaningful learning in the early childhood years and beyond. Benefits reported in the literature of incorporating school gardens into teaching and learning experiences include opportunities for learners to satisfy the basic psychological needs of autonomy, competence, and relatedness, increased positive emotions, opportunities to renew cognitive and emotional energies, and tangible evidence of efforts linked to initiative and industry of students who care for plants and animals in the garden. Recommendations include long-term planning for funding school garden programs and supporting teachers in incorporating purposeful play in the garden into learning.
学习花园如何通过促进儿童早期和以后的有目的的游戏来促进幸福和发展
游戏对儿童早期的学习和发展至关重要。幼儿通过游戏体验新技能,这有助于新能力的发展和进一步的认知发展。非传统的学习空间,如教学和学习花园,为儿童提供了绝佳的机会,让他们参与有目的的游戏,支持他们的健康、认知和身份发展,并促进积极的情感体验。自我决定理论、认知心理学和发展心理学为理解在学校花园玩耍如何提高儿童早期及以后的动机和促进有意义的学习提供了有用的框架。文献中报道的将学校花园纳入教学和学习经验的好处包括:学习者有机会满足自主性、能力和相关性的基本心理需求,增加积极情绪,有机会更新认知和情感能量,以及有形的证据表明,照顾花园里植物和动物的学生的主动性和勤勉性与努力有关。建议包括资助学校花园项目的长期规划,并支持教师将有目的的花园游戏纳入学习。
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来源期刊
Theory Into Practice
Theory Into Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.80
自引率
3.10%
发文量
41
期刊介绍: Published since 1962, Theory Into Practice (TIP) is a nationally recognized, peer reviewed journal featuring multiple perspectives and scholarly, yet practical and engaging, discussions of important issues in education. TIP publishes articles covering all levels and areas of education, including learning and teaching; counseling; assessment; teacher education and professional development; classroom management; administration and supervision; curriculum; policy; and technology. Each issue of TIP is devoted to a timely theme developed by a Guest Editor who has expertise in the theme area.
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