Early years and key stage 1 teachers’ attitudes towards outdoor and online play
| Autor: | Sarah Kate Kelly, Rachael May Sharpe, Nikolaos Fotou |
|---|---|
| Rok vydání: | 2022 |
| Předmět: |
X900 Others in Education
X300 Academic studies in Education X110 Training Teachers - Nursery X320 Academic studies in Primary Education X990 Education not elsewhere classified X100 Training Teachers X310 Academic studies in Nursery Education Life-span and Life-course Studies X120 Training Teachers - Primary Education |
| Zdroj: | Education 3-13. :1-14 |
| ISSN: | 1475-7575 0300-4279 |
| DOI: | 10.1080/03004279.2021.2025411 |
| Popis: | Children’s opportunities for outdoor play have declined (Nash, D. 2018. The Construction of the Decline of Children’s Outdoor Play as a Social Problem in the UK. Canterbury: Canterbury Christ Church University) whilst opportunities for online play are increasing (Berrett, B., J. Murphy, and J. Sullivan. 2012. “Administrator Insights and Reflections: Technology Integration in Schools.” The Qualitative Report 17 (1): 200–221). This study investigated early years/key stage 1 teachers’ attitudes towards outdoor and online play utilising (Rosenberg, M. J., and C. I. Hovland. 1960. “Cognitive, Affective, and Behavioural Components of Attitudes.” In Attitude Organization and Change, edited by M. Rosenberg, C. Hovland, W. McGuire, R. Abelson, and J. Brehm, 1–14. Connecticut: Yale University Press) tripartite model of attitudes. An online survey was employed with 30 early years/key stage 1 teachers, gaining an understanding of teachers’ attitudes towards outdoor and online play. In summary, results show there is significant variation in teachers’ attitudes towards outdoor and online play, whilst children’s opportunities for outdoor and online play within UK early education also remain infrequent and varied. |
| Databáze: | OpenAIRE |
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