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Can Outdoor Time in Preschool Suppor...

Rodrigues, Blenda Luize Chor,

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Can Outdoor Time in Preschool Support Children to Thrive in Kindergarten? the Case of Spanish-Speaking Dual Language Learners and English Monolinguals Attending Head Start /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Can Outdoor Time in Preschool Support Children to Thrive in Kindergarten? the Case of Spanish-Speaking Dual Language Learners and English Monolinguals Attending Head Start // Blenda Luize Chor Rodrigues.
作者:	Rodrigues, Blenda Luize Chor,
面頁冊數:	1 electronic resource (180 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-11, Section: B.
Contained By:	Dissertations Abstracts International86-11B.
標題:	Early childhood education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31930885
ISBN:	9798315746263

Can Outdoor Time in Preschool Support Children to Thrive in Kindergarten? the Case of Spanish-Speaking Dual Language Learners and English Monolinguals Attending Head Start /
Rodrigues, Blenda Luize Chor,

Can Outdoor Time in Preschool Support Children to Thrive in Kindergarten? the Case of Spanish-Speaking Dual Language Learners and English Monolinguals Attending Head Start /Blenda Luize Chor Rodrigues. - 1 electronic resource (180 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: B.

Children's early experiences in outdoor environments can play a valuable role in shaping their growth and development. Within the experiences of child care settings, research demonstrates outdoor quality impacts overall development in young children (Kemple et al., 2016; Li et al., 2016; Ludwig & Rauch, 2018) yet fewer studies explore the influence of time spent in these settings. Moreover, investigating the relationship between outdoor time and young children's outcomes is more critical than ever, as children today are spending significantly less time outside and more time indoors (Rideout, 2017). This study examines: (1) the direct and indirect effects of outdoor time in child care during preschool on kindergarten outcomes in English/Spanish receptive vocabulary, expressive vocabulary, and math skills, mediated by children's approaches to learning and problem behaviors; (2) the extent to which preschool outdoor time predicts the trajectory of growth in these skills from preschool to kindergarten; and (3) whether these relationships are moderated by children's dual language learner (DLL) status. The data stems from the FACES (2009) dataset and corresponds to 748 children, including English monolinguals (n = 466), Spanish-English bilinguals (n = 130), and Spanish-English emergent bilinguals (n = 152). Mediational models revealed that outdoor time in child care during preschool had a significant direct effect on children's English receptive vocabulary and math skills in kindergarten. However, associations of outdoor time and English receptive vocabulary differed across children's DLL status. Latent growth curve models indicated outdoor time during preschool was positively associated with gains in math skills and negatively associated with gains in Spanish receptive vocabulary for DLL children from preschool to kindergarten. The implications of these findings are discussed in relation to how outdoor time may enable motor development and interactions with the environment, peers, and adults, as well as specific findings related to bilingual children's development. The rising awareness in the United States regarding the value of outdoor experiences in child care calls for future research to consider (1) whether there is a threshold of outdoor time yielding to significant positive contributions to children's outcomes, (2) the value of other aspects of the outdoor experience in child care including materials, equipment, landscape design, opportunities for interactions, levels of nature, and daylight exposure, and (3) how the effects of outdoor time in child care vary across children's dual language learner status.

English

ISBN: 9798315746263Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Child care settings

Can Outdoor Time in Preschool Support Children to Thrive in Kindergarten? the Case of Spanish-Speaking Dual Language Learners and English Monolinguals Attending Head Start /
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