Bateman-Waters2018
| Bateman-Waters2018 | |
|---|---|
| BibType | ARTICLE |
| Key | Bateman-Waters2018 |
| Author(s) | Amanda Bateman, Jane Waters |
| Title | Risk-Taking in the New Zealand Bush: Issues of Resilience and Wellbeing |
| Editor(s) | |
| Tag(s) | EMCA, Outdoors, Play, Teachers, Teacher-child interaction, New Zealand, Resilience |
| Publisher | |
| Year | 2018 |
| Language | English |
| City | |
| Month | |
| Journal | Asia-Pacific Journal of Research in Early Childhood Education |
| Volume | 12 |
| Number | 2 |
| Pages | 7-29 |
| URL | Link |
| DOI | http://dx.doi.org/10.17206/apjrece.2018.12.2.7 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article discusses a single case analysis of teacher-child interactions on an everyday bush walk in New Zealand. It uses a combination of the Leuven wellbeing scale (Laevers, 2000) and a conversation analysis approach to explore how children and teachers attend to specific features of the outdoor environment in a way that encourages risk-taking and builds resilience through problem solving. The collaborative achievement of the activities between the pre- school teacher and the fouryear- old children are discussed as an important and necessary aspect of the interactions, which we suggest may represent physical sustained shared thinking, for supporting wellbeing whilst building resilience and risk-taking. Implications for future practice are considered with regard to implementation of early childhood curricula.
Notes
