9781032870182 - Exploring the Pedagogy of Learning and Playing Outdoors: Questions of Purpose and Intention (Towards an Ethical Praxis in Early Childhood) (28 resultados)

Paperback. Condición: new. Paperback. Focusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose of childrens outdoor playful activity and the associated issues of pedagogy. Chapters address questions about the role of the adult in childrens learning outside in a manner that is inclusive in nature, by recognising the varied contexts in which childrens playful activity outside takes place. Reflecting multiple cultural contexts, chapters consider social and physical aspects to ensure value systems are visible and critically considered. The book acknowledges the continuum of childrens outdoor experience from highly structured activity to free play outside. It also examines the existing evidence base about childrens outdoor play, including a consideration of how adults construct and respond to childrens playful activity outside to realise the associated benefits. With reference throughout to many international contexts, this book reminds us of the shaping force of cultural practices and beliefs about childrens playful activity outside and will be of interest to undergraduate and postgraduate audiences studying early childhood education. Focusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose for childrens outdoor playful activity and the associated issues of pedagogy. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condición: New.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Condición: As New. Unread book in perfect condition.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Condición: NEW.

Paperback. Condición: New. Focusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose of children's outdoor playful activity and the associated issues of pedagogy. Chapters address questions about the role of the adult in children's learning outside in a manner that is inclusive in nature, by recognising the varied contexts in which children's playful activity outside takes place. Reflecting multiple cultural contexts, chapters consider social and physical aspects to ensure value systems are visible and critically considered. The book acknowledges the continuum of children's outdoor experience from highly structured activity to free play outside. It also examines the existing evidence base about children's outdoor play, including a consideration of how adults construct and respond to children's playful activity outside to realise the associated benefits. With reference throughout to many international contexts, this book reminds us of the shaping force of cultural practices and beliefs about children's playful activity outside and will be of interest to undergraduate and postgraduate audiences studying early childhood education.

Condición: New.

Condición: New.

Condición: New.

Condición: New.

paperback. Condición: New.

Condición: New. In.

Paperback / softback. Condición: New. New copy - Usually dispatched within 4 working days.

Condición: As New. Unread book in perfect condition.

Condición: New. 2025. 1st Edition. paperback. . . . . .

Paperback. Condición: new. Paperback. Focusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose of childrens outdoor playful activity and the associated issues of pedagogy. Chapters address questions about the role of the adult in childrens learning outside in a manner that is inclusive in nature, by recognising the varied contexts in which childrens playful activity outside takes place. Reflecting multiple cultural contexts, chapters consider social and physical aspects to ensure value systems are visible and critically considered. The book acknowledges the continuum of childrens outdoor experience from highly structured activity to free play outside. It also examines the existing evidence base about childrens outdoor play, including a consideration of how adults construct and respond to childrens playful activity outside to realise the associated benefits. With reference throughout to many international contexts, this book reminds us of the shaping force of cultural practices and beliefs about childrens playful activity outside and will be of interest to undergraduate and postgraduate audiences studying early childhood education. Focusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose for childrens outdoor playful activity and the associated issues of pedagogy. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Condición: New. 2025. 1st Edition. paperback. . . . . . Books ship from the US and Ireland.

Paperback. Condición: Brand New. 180 pages. 9.18x6.12x9.21 inches. In Stock.

Condición: NEW.

Condición: New. Mehmet Mart is Associate Professor at Necmettin Erbakan University in Tuerkiye and a research fellow at the University of Plymouth, UK.Georgia Gessiou is an Education Consultant who specializes in outdoor play and learning.J.

Taschenbuch. Condición: Neu. Exploring the Pedagogy of Learning and Playing Outdoors | Questions of Purpose and Intention | Mehmet Mart (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2025 | Routledge | EAN 9781032870182 | Verantwortliche Person für die EU: Taylor & Francis Verlag GmbH, Kaufingerstr. 24, 80331 München, gpsr[at]taylorandfrancis[dot]com | Anbieter: preigu.

Paperback. Condición: New. Focusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose of children's outdoor playful activity and the associated issues of pedagogy. Chapters address questions about the role of the adult in children's learning outside in a manner that is inclusive in nature, by recognising the varied contexts in which children's playful activity outside takes place. Reflecting multiple cultural contexts, chapters consider social and physical aspects to ensure value systems are visible and critically considered. The book acknowledges the continuum of children's outdoor experience from highly structured activity to free play outside. It also examines the existing evidence base about children's outdoor play, including a consideration of how adults construct and respond to children's playful activity outside to realise the associated benefits. With reference throughout to many international contexts, this book reminds us of the shaping force of cultural practices and beliefs about children's playful activity outside and will be of interest to undergraduate and postgraduate audiences studying early childhood education.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Focusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose of children's outdoor playful activity and the associated issues of pedagogy. Chapters address questions about the role of the adult in children's learning outside in a manner that is inclusive in nature, by recognising the varied contexts in which children's playful activity outside takes place. Reflecting multiple cultural contexts, chapters consider social and physical aspects to ensure value systems are visible and critically considered. The book acknowledges the continuum of children's outdoor experience from highly structured activity to free play outside. It also examines the existing evidence base about children's outdoor play, including a consideration of how adults construct and respond to children's playful activity outside to realise the associated benefits. With reference throughout to many international contexts, this book reminds us of the shaping force of cultural practices and beliefs about children's playful activity outside and will be of interest to undergraduate and postgraduate audiences studying early childhood education. 164 pp. Englisch.

Paperback. Condición: Brand New. 180 pages. 9.18x6.12x9.21 inches. In Stock. This item is printed on demand.

Condición: New. PRINT ON DEMAND.

Paperback. Condición: new. Paperback. Focusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose of childrens outdoor playful activity and the associated issues of pedagogy. Chapters address questions about the role of the adult in childrens learning outside in a manner that is inclusive in nature, by recognising the varied contexts in which childrens playful activity outside takes place. Reflecting multiple cultural contexts, chapters consider social and physical aspects to ensure value systems are visible and critically considered. The book acknowledges the continuum of childrens outdoor experience from highly structured activity to free play outside. It also examines the existing evidence base about childrens outdoor play, including a consideration of how adults construct and respond to childrens playful activity outside to realise the associated benefits. With reference throughout to many international contexts, this book reminds us of the shaping force of cultural practices and beliefs about childrens playful activity outside and will be of interest to undergraduate and postgraduate audiences studying early childhood education. Focusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose for childrens outdoor playful activity and the associated issues of pedagogy. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Focusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose of children's outdoor playful activity and the associated issues of pedagogy. Chapters address questions about the role of the adult in children's learning outside in a manner that is inclusive in nature, by recognising the varied contexts in which children's playful activity outside takes place. Reflecting multiple cultural contexts, chapters consider social and physical aspects to ensure value systems are visible and critically considered. The book acknowledges the continuum of children's outdoor experience from highly structured activity to free play outside. It also examines the existing evidence base about children's outdoor play, including a consideration of how adults construct and respond to children's playful activity outside to realise the associated benefits. With reference throughout to many international contexts, this book reminds us of the shaping force of cultural practices and beliefs about children's playful activity outside and will be of interest to undergraduate and postgraduate audiences studying early childhood education.