THE POTENTIAL OF OUTDOOR FOCUS ON MATHEMATICAL CONCEPTS AND ROLE OF PEDAGOGUE

Powerful Essays
RAMESH BHANDARI

THE POTENTIAL OF OUTDOOR FOCUS ON MATHEMATICAL
CONCEPTS AND ROLE OF PEDAGOGUE

Thesis submitted in partial fulfilment of the requirements for the
Erasmus Mundus joint degree “International Master in Early
Childhood Education and Care”.
Autumn, 2012
International Master in Early Childhood Education and Care.
Oslo and Akershus University College of Applied Sciences,
Dublin Institute of Technology and University of Malta.

Declaration

I hereby certify that the material which is submitted in this thesis towards the award of the International Master in Early Childhood Education and Care is entirely my own work and has not been submitted for any academic assessment other than partfulfillment of the award named above.

Oslo
1 November, 2012

Ramesh Bhandari

ii

Dedication
To my grandfather late Krishna Prasad Bhandari, grandmother late Krishna Maya
Bhandari, My father Mukti Prasad Bhandari and mother Kunti Devi Bhandari who provided me proper love, care and education during my early years.

iii

Acknowledgments
I am ever thankful to my supervisor Heid Osnes for giving me valuable guidelines, special attention and constructive feedbacks to accomplish this study. I owe due respects and honour particularly to Prof. Berit Bae and Prof. Jan-Erik Johansson for their invaluable inputs and critical comments to bring my thesis into this form.
Similarly, I am much thankful to Kjersti Winger, IMEC coordinator at Oslo and
Akershus University College of Applied Sciences for her every support both on academic and practical aspects during my study.
The European Union deserves my gratitude for granting me the Erasmus Mundus
Scholarship for my Masters study without which my dream of study abroad would never have come true. I am particularly thankful to the head of the Naturbarnehage, for allowing me do my field work with them and their kind cooperation during the data collection period. At the same time, I would like to



References: Aasen, W., Grindheim, L. T., & Waters, J. (2009). The outdoor environment as a site for children’s participation, meaning-making and democratic learning: examples (2010). Children, their world, their education. London: Routledge. Arthur, J., Waring, M., Coe, R., & Hedges, L. V. (Eds.). (2012). Research methods and methodologies in education Aubrey, C., David, T., Godfrey, R., & Thompson, L. (2000). Early Childhood Educational Research: Issues in Methodology and Ethics (1st ed.) Bae, B. (2010). Realizing children’s right to participation in early childhood settings: some critical issues in a Norwegian context Calderhead, J. (1981). Stimulated recall: A method for research on teaching. British Journal of Educational Psychology, 51(2), 211–217 Christie, J. F. (2006). Play as a medium for literacy development. In D. P. Fromberg & D Clements, D. H., & Sarama, J. A. (2009). Learning and teaching early math. New York: Routledge. Dunphy, E. (2009). Early childhood mathematics teaching: challenges, difficulties and priorities of teachers of young children in primary schools in Ireland. Fägerstam, E., & Samuelsson, J. (2012). Learning arithmetic outdoors in junior high school – influence on performance and self-regulating skills Jung, H. Y., & Reifel, S. (2011). Promoting Children’s Communication: A Kindergarten Teacher’s Conception and Practice of Effective Mathematics Lee, J., Autry, M. M., Fox, J., & Williams, C. (2008). Investigating Children’s Mathematics Readiness Ministry of Education and Research. (2011). Norwegian Framework Plan for the Content and task of Kindergarten Moffett, P. V. (2011). Outdoor mathematics trails: an evaluation of one training partnership Moser, T., & Martinsen, M. T. (2010). The Outdoor Environment in Norwegian Kindergartens as Pedagogical Space for Toddlers’ Play, Learning and Moyles, J. (2010). The excellence of play (3rd ed.). Berkshire, England: McGraw-Hill. Naughton, G. M., Siraj-Blatchford, I., & Rolfe, S. A. (2001). Doing early childhood

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