Exploring educators' outdoor nature-based practices with infants and toddlers: The influence of curiosity, collaboration and collective agency on achieving and sustaining change

Jayne Kinley

Abstract

This 12-month study aimed to explore influences on educators' nature-based practices with children birth-15 months, and encourage critical collective reflection on ideological constraints and pedagogical impediments. The research demonstrates while contextual professional learning is important to successful outcomes (Hadley et al., 2015), critically reflective approaches empower participants' practice changes (Kemmis et al., 2015) and facilitate new understandings (Davidson & Edwards-Groves, 2020). Thus, this study's critical-socioconstructivist frame is based on importance of co-constructed knowledge (Bronfenbrenner, 1979), ethics of social justice and emancipation (Freire, 1996) and, empowerment to critique owned knowledges and practices (Kincheloe, 2012).

Original language	English
Pages	267-267
Publication status	Published - 31 Dec 2023
Event	EECERA 2023: Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development - Estoril Congress Centre, Lisbon, Portugal Duration: 30 Aug 2023 → 2 Sept 2023

Other

Other	EECERA 2023: Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development
City	Lisbon, Portugal
Period	30/08/23 → 2/09/23

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Kinley, J. (2023). Exploring educators' outdoor nature-based practices with infants and toddlers: The influence of curiosity, collaboration and collective agency on achieving and sustaining change. 267-267. Abstract from EECERA 2023: Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development, Lisbon, Portugal. https://hdl.handle.net/1959.11/58797

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title = "Exploring educators' outdoor nature-based practices with infants and toddlers: The influence of curiosity, collaboration and collective agency on achieving and sustaining change",

abstract = "This 12-month study aimed to explore influences on educators' nature-based practices with children birth-15 months, and encourage critical collective reflection on ideological constraints and pedagogical impediments. The research demonstrates while contextual professional learning is important to successful outcomes (Hadley et al., 2015), critically reflective approaches empower participants' practice changes (Kemmis et al., 2015) and facilitate new understandings (Davidson \& Edwards-Groves, 2020). Thus, this study's critical-socioconstructivist frame is based on importance of co-constructed knowledge (Bronfenbrenner, 1979), ethics of social justice and emancipation (Freire, 1996) and, empowerment to critique owned knowledges and practices (Kincheloe, 2012).",

author = "Jayne Kinley",

year = "2023",

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Kinley, J 2023, 'Exploring educators' outdoor nature-based practices with infants and toddlers: The influence of curiosity, collaboration and collective agency on achieving and sustaining change', EECERA 2023: Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development, Lisbon, Portugal, 30/08/23 - 2/09/23 pp. 267-267. <https://hdl.handle.net/1959.11/58797>

Exploring educators' outdoor nature-based practices with infants and toddlers: The influence of curiosity, collaboration and collective agency on achieving and sustaining change. / Kinley, Jayne.
2023. 267-267 Abstract from EECERA 2023: Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development, Lisbon, Portugal.

Research output: Contribution to conference › Abstract

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AB - This 12-month study aimed to explore influences on educators' nature-based practices with children birth-15 months, and encourage critical collective reflection on ideological constraints and pedagogical impediments. The research demonstrates while contextual professional learning is important to successful outcomes (Hadley et al., 2015), critically reflective approaches empower participants' practice changes (Kemmis et al., 2015) and facilitate new understandings (Davidson & Edwards-Groves, 2020). Thus, this study's critical-socioconstructivist frame is based on importance of co-constructed knowledge (Bronfenbrenner, 1979), ethics of social justice and emancipation (Freire, 1996) and, empowerment to critique owned knowledges and practices (Kincheloe, 2012).

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