English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This paper explores children's use of schemas to construct their knowledge and understanding within the outdoor learning environment. It considers how a knowledge of schemas can facilitate practitioners to inform early years pedagogy. Further, it examines how the affordance of resources in the outdoors can nurture children's schemas. It charts different children's learning journeys over two terms and how ‘coming to know’ about their schemas, facilitated practitioners' different perceptions, shaping classroom pedagogy both indoors and outdoors. The research explores how loose parts and their affordance can nurture schematic development. Findings suggest that the outdoors affords greater engagement of the senses, freedom of space, enabling children to use the ‘loose parts’ in ways that are unique to them. Movements are greater, creativity is deeper, and schemas are overtly witnessed during outdoor play, where the self-governance of the play itself enables schematic development.

How does play in the outdoors afford opportunities for schema development in young children?