No Cover Image

Journal article 611 views 122 downloads

‘Oh no, the stick keeps falling!’: An analytical framework for conceptualising young children’s interactions during free play in a woodland setting

Cheryl Ellis, Gary Beauchamp, Sian Sarwar, Jacky Tyrie Orcid Logo, Dylan Adams, Sandra Dumitrescu, Chantelle Haughton

Journal of Early Childhood Research, Volume: 19, Issue: 3, Pages: 337 - 354

Swansea University Author: Jacky Tyrie Orcid Logo

  • 55868.pdf

    PDF | Version of Record

    © The Author(s) 2021. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License

    Download (777.7KB)

Check full text

DOI (Published version): 10.1177/1476718x20983861

Abstract

It is widely accepted that play and ‘free play’ in particular, is beneficial to young children’s holistic development. However, there is a lack of evidence of the role that the natural environment can have in relation to young children’s play. This study examined the elements of ‘free play’ of child...

Full description

Published in: Journal of Early Childhood Research
ISSN: 1476-718X 1741-2927
Published: SAGE Publications 2021
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa55868
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2021-01-26T10:42:44Z
last_indexed 2021-11-30T04:13:02Z
id cronfa55868
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2021-11-29T16:50:28.1865839</datestamp><bib-version>v2</bib-version><id>55868</id><entry>2020-12-10</entry><title>&#x2018;Oh no, the stick keeps falling!&#x2019;: An analytical framework for conceptualising young children&#x2019;s interactions during free play in a woodland setting</title><swanseaauthors><author><sid>c1a41159a94ed9bf45e035f6a2a2ca79</sid><ORCID>0000-0002-6419-5391</ORCID><firstname>Jacky</firstname><surname>Tyrie</surname><name>Jacky Tyrie</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2020-12-10</date><deptcode>EDUC</deptcode><abstract>It is widely accepted that play and &#x2018;free play&#x2019; in particular, is beneficial to young children&#x2019;s holistic development. However, there is a lack of evidence of the role that the natural environment can have in relation to young children&#x2019;s play. This study examined the elements of &#x2018;free play&#x2019; of children aged 4&#x2013;5&#x2009;years within a woodland university campus setting. The children chose to wear camera glasses which recorded both the gaze and speech of the individual. This provided a valuable insight into the &#x2018;free play&#x2019; of the children and provided a rich data set to enable the development of an analytical framework which maps out the interactions which took place during the &#x2018;free play&#x2019; within the woodland environment. Results showed that the children engaged in six key interactions including interactions with the natural environment as part of their play, including the use of sticks, leaves and branches as tools and props &#x2018;as is&#x2019; (i.e. in its current form) and &#x2018;as if&#x2019; (in conjunction with children&#x2019;s imaginations). The framework highlights key aspects of their play which tended to be autonomous, child led and imaginary. Recommendations for future research include the use of the framework in alternative environments to explore the impact of different physical environments on the interactions of children within their &#x2018;free play&#x2019;.</abstract><type>Journal Article</type><journal>Journal of Early Childhood Research</journal><volume>19</volume><journalNumber>3</journalNumber><paginationStart>337</paginationStart><paginationEnd>354</paginationEnd><publisher>SAGE Publications</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint>1476-718X</issnPrint><issnElectronic>1741-2927</issnElectronic><keywords>Early years; interactions; woodland setting; analytical framework; free play</keywords><publishedDay>1</publishedDay><publishedMonth>9</publishedMonth><publishedYear>2021</publishedYear><publishedDate>2021-09-01</publishedDate><doi>10.1177/1476718x20983861</doi><url/><notes/><college>COLLEGE NANME</college><department>Education</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>EDUC</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2021-11-29T16:50:28.1865839</lastEdited><Created>2020-12-10T14:31:27.8217069</Created><path><level id="1">Faculty of Humanities and Social Sciences</level><level id="2">School of Social Sciences - Education and Childhood Studies</level></path><authors><author><firstname>Cheryl</firstname><surname>Ellis</surname><order>1</order></author><author><firstname>Gary</firstname><surname>Beauchamp</surname><order>2</order></author><author><firstname>Sian</firstname><surname>Sarwar</surname><order>3</order></author><author><firstname>Jacky</firstname><surname>Tyrie</surname><orcid>0000-0002-6419-5391</orcid><order>4</order></author><author><firstname>Dylan</firstname><surname>Adams</surname><order>5</order></author><author><firstname>Sandra</firstname><surname>Dumitrescu</surname><order>6</order></author><author><firstname>Chantelle</firstname><surname>Haughton</surname><order>7</order></author></authors><documents><document><filename>55868__19792__edc550b3dd804fbfb2c10ec5110136f6.pdf</filename><originalFilename>55868.pdf</originalFilename><uploaded>2021-05-04T10:34:06.9784578</uploaded><type>Output</type><contentLength>796360</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>&#xA9; The Author(s) 2021. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>https://creativecommons.org/licenses/by-nc/4.0/</licence></document></documents><OutputDurs/></rfc1807>
spelling 2021-11-29T16:50:28.1865839 v2 55868 2020-12-10 ‘Oh no, the stick keeps falling!’: An analytical framework for conceptualising young children’s interactions during free play in a woodland setting c1a41159a94ed9bf45e035f6a2a2ca79 0000-0002-6419-5391 Jacky Tyrie Jacky Tyrie true false 2020-12-10 EDUC It is widely accepted that play and ‘free play’ in particular, is beneficial to young children’s holistic development. However, there is a lack of evidence of the role that the natural environment can have in relation to young children’s play. This study examined the elements of ‘free play’ of children aged 4–5 years within a woodland university campus setting. The children chose to wear camera glasses which recorded both the gaze and speech of the individual. This provided a valuable insight into the ‘free play’ of the children and provided a rich data set to enable the development of an analytical framework which maps out the interactions which took place during the ‘free play’ within the woodland environment. Results showed that the children engaged in six key interactions including interactions with the natural environment as part of their play, including the use of sticks, leaves and branches as tools and props ‘as is’ (i.e. in its current form) and ‘as if’ (in conjunction with children’s imaginations). The framework highlights key aspects of their play which tended to be autonomous, child led and imaginary. Recommendations for future research include the use of the framework in alternative environments to explore the impact of different physical environments on the interactions of children within their ‘free play’. Journal Article Journal of Early Childhood Research 19 3 337 354 SAGE Publications 1476-718X 1741-2927 Early years; interactions; woodland setting; analytical framework; free play 1 9 2021 2021-09-01 10.1177/1476718x20983861 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2021-11-29T16:50:28.1865839 2020-12-10T14:31:27.8217069 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Cheryl Ellis 1 Gary Beauchamp 2 Sian Sarwar 3 Jacky Tyrie 0000-0002-6419-5391 4 Dylan Adams 5 Sandra Dumitrescu 6 Chantelle Haughton 7 55868__19792__edc550b3dd804fbfb2c10ec5110136f6.pdf 55868.pdf 2021-05-04T10:34:06.9784578 Output 796360 application/pdf Version of Record true © The Author(s) 2021. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License true eng https://creativecommons.org/licenses/by-nc/4.0/
title ‘Oh no, the stick keeps falling!’: An analytical framework for conceptualising young children’s interactions during free play in a woodland setting
spellingShingle ‘Oh no, the stick keeps falling!’: An analytical framework for conceptualising young children’s interactions during free play in a woodland setting
Jacky Tyrie
title_short ‘Oh no, the stick keeps falling!’: An analytical framework for conceptualising young children’s interactions during free play in a woodland setting
title_full ‘Oh no, the stick keeps falling!’: An analytical framework for conceptualising young children’s interactions during free play in a woodland setting
title_fullStr ‘Oh no, the stick keeps falling!’: An analytical framework for conceptualising young children’s interactions during free play in a woodland setting
title_full_unstemmed ‘Oh no, the stick keeps falling!’: An analytical framework for conceptualising young children’s interactions during free play in a woodland setting
title_sort ‘Oh no, the stick keeps falling!’: An analytical framework for conceptualising young children’s interactions during free play in a woodland setting
author_id_str_mv c1a41159a94ed9bf45e035f6a2a2ca79
author_id_fullname_str_mv c1a41159a94ed9bf45e035f6a2a2ca79_***_Jacky Tyrie
author Jacky Tyrie
author2 Cheryl Ellis
Gary Beauchamp
Sian Sarwar
Jacky Tyrie
Dylan Adams
Sandra Dumitrescu
Chantelle Haughton
format Journal article
container_title Journal of Early Childhood Research
container_volume 19
container_issue 3
container_start_page 337
publishDate 2021
institution Swansea University
issn 1476-718X
1741-2927
doi_str_mv 10.1177/1476718x20983861
publisher SAGE Publications
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 1
active_str 0
description It is widely accepted that play and ‘free play’ in particular, is beneficial to young children’s holistic development. However, there is a lack of evidence of the role that the natural environment can have in relation to young children’s play. This study examined the elements of ‘free play’ of children aged 4–5 years within a woodland university campus setting. The children chose to wear camera glasses which recorded both the gaze and speech of the individual. This provided a valuable insight into the ‘free play’ of the children and provided a rich data set to enable the development of an analytical framework which maps out the interactions which took place during the ‘free play’ within the woodland environment. Results showed that the children engaged in six key interactions including interactions with the natural environment as part of their play, including the use of sticks, leaves and branches as tools and props ‘as is’ (i.e. in its current form) and ‘as if’ (in conjunction with children’s imaginations). The framework highlights key aspects of their play which tended to be autonomous, child led and imaginary. Recommendations for future research include the use of the framework in alternative environments to explore the impact of different physical environments on the interactions of children within their ‘free play’.
published_date 2021-09-01T04:10:23Z
_version_ 1763753720644894720
score 11.036706

Similar Items