Letting go: child-led learning in the outdoor environment

Conference keynote

Maynard, T. 2010. Letting go: child-led learning in the outdoor environment.
AuthorsMaynard, T.
TypeConference keynote
Year2010
ConferenceTACTYC Annual Conference: Grounds for Play: Exploring Risk in the Early Years Outdoor Environment
Publication process dates
Deposited23 May 2011
Output statusPublished
Publication dates
PrintNov 2010
Permalink -

https://repository.canterbury.ac.uk/item/85w31/letting-go-child-led-learning-in-the-outdoor-environment

  • 129
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Organising the classroom: indoors and out
Waters, J. and Maynard, T. 2011. Organising the classroom: indoors and out. in: Moyles, J., Georgeson, J. and Payler, J. (ed.) Beginning Teaching: Beginning Learning in Early Years and Primary Education Maidenhead Open University Press. pp. 81-93
Evaluating the Foundation Phase: policy logic model and programme theory
Maynard, T., Taylor, S., Waldron, S., Rhys, M., Smith, R., Power, S. and Clement, J. 2013. Evaluating the Foundation Phase: policy logic model and programme theory. Welsh Government. https://doi.org/9780750480802
Child-initiated learning, the outdoor environment and the ‘underachieving’ child
Maynard, T., Waters, J. and Clements, S. 2013. Child-initiated learning, the outdoor environment and the ‘underachieving’ child. Early Years: An International Journal of Research and Development. https://doi.org/10.1080/09575146.2013.771152
Moving outdoors: further explorations of ‘child-initiated’ learning in the outdoor environment
Maynard, T. 2011. Moving outdoors: further explorations of ‘child-initiated’ learning in the outdoor environment. Education 3-13: International Journal of Primary, Elementary and Early Years Education. https://doi.org/10.1080/03004279.2011.578750
A radical new approach or a discursive battleground? Making sense of the Foundation Phase for Wales
Maynard, T. 2013. A radical new approach or a discursive battleground? Making sense of the Foundation Phase for Wales.
A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum
Maynard, T., Moss, J., Bowie, R. A., Christie, S., Bainbridge, A., Barnes, J., Blamires, M., Hassett, A., Powell, S., Robinson, S. and Canterbury Christ Church University 2013. A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum.
Boys and literacy: whose problem is it?
Maynard, T. 1998. Boys and literacy: whose problem is it? City and County of Swansea School Enquiry and Research Newsletter. 1998, pp. 6-7.
Froebel, creative thinking and the outdoor environment
Maynard, T. 2012. Froebel, creative thinking and the outdoor environment.
The secondary active mentoring programme: principles and processess pack 1
Furlong, J., Maynard, T., Miles, S. and Wilkin, M. 1994. The secondary active mentoring programme: principles and processess pack 1. Cambridge, UK Pearson.
Learning to teach and models of mentoring
Maynard, T. 1993. Learning to teach and models of mentoring.
Mentoring in teacher education
Maynard, T. 1995. Mentoring in teacher education.
Primary school teachers as mentors of subject knowledge
Maynard, T. 1995. Primary school teachers as mentors of subject knowledge.
Child centred or subject centred?: A resolution
Maynard, T. 1995. Child centred or subject centred?: A resolution.
Partners in initial teacher training: primary school teachers as subject mentors
Maynard, T. 1996. Partners in initial teacher training: primary school teachers as subject mentors.
Teachers as subject mentors in primary schools
Maynard, T. 1995. Teachers as subject mentors in primary schools.
Learning to teach: a curriculum for school-based training
Maynard, T. 1998. Learning to teach: a curriculum for school-based training.
Primary student teachers' school-based learning and the limits of 'situated cognition'
Maynard, T. 1998. Primary student teachers' school-based learning and the limits of 'situated cognition'.
Learning to teach or learning to manage mentors: experiences of school-based teacher training
Maynard, T. 1999. Learning to teach or learning to manage mentors: experiences of school-based teacher training.
Out of the mouths of babes: what children can tell us about the teaching and learning of literacy
Maynard, T. 1999. Out of the mouths of babes: what children can tell us about the teaching and learning of literacy.
Boys and literacy: exploring the issues
Maynard, T. 2002. Boys and literacy: exploring the issues.
Exploring the boys and literacy issue
Maynard, T. 2003. Exploring the boys and literacy issue.
Boys and literacy: what are the issues?
Maynard, T. 2003. Boys and literacy: what are the issues?
Around the corner and into the woods? An evaluation of forest school
Maynard, T. 2004. Around the corner and into the woods? An evaluation of forest school.
Through a different lens: exploring Reggio Emilia in a different context
Maynard, T. 2005. Through a different lens: exploring Reggio Emilia in a different context.
Stopping by woods: encounters with forest school
Maynard, T. 2005. Stopping by woods: encounters with forest school.
Through a different lens: exploring Reggio Emilia in a Welsh context
Maynard, T. and Chicken, S. 2006. Through a different lens: exploring Reggio Emilia in a Welsh context.
Using Reggio to develop early years education in Wales
Maynard, T. and Chicken, S. 2011. Using Reggio to develop early years education in Wales.
Moving outside: recognising the potential of the outdoor environment
Maynard, T. and Waters, J. 2006. Moving outside: recognising the potential of the outdoor environment.
Through a different lens: exploring Reggio in a Welsh context
Maynard, T. and Chicken, S. 2007. Through a different lens: exploring Reggio in a Welsh context.
Through a different lens: exploring Reggio in a Welsh context
Maynard, T. and Chicken, S. 2007. Through a different lens: exploring Reggio in a Welsh context.
Adult-child verbal interactions in foundation phase settings
Maynard, T., Waters, J. and Howard, J. 2008. Adult-child verbal interactions in foundation phase settings.
Projects: A way of facilitating children’s learning within the ZPD?
Chicken, S. and Maynard, T. 2007. Projects: A way of facilitating children’s learning within the ZPD?
Exploring Reggio outside: implications for teaching and learning in the foundation phase
Maynard, T. 2008. Exploring Reggio outside: implications for teaching and learning in the foundation phase.
Exploring Reggio outside: children playing and learning in the outdoor environment
Maynard, T., Waters, J. and Cridland, J. 2008. Exploring Reggio outside: children playing and learning in the outdoor environment.
Towards an understanding of well-being
Maynard, T. and Waters, J. 2009. Towards an understanding of well-being.
Making sense of the foundation phase for Wales: the challenges of multiple meanings
Maynard, T., Waters, J. and Clement, J. 2009. Making sense of the foundation phase for Wales: the challenges of multiple meanings.
Moving outside: exploring pedagogy in the outdoor environment
Maynard, T. 2009. Moving outside: exploring pedagogy in the outdoor environment.
Exploring child-initiated learning in the outdoor environment of early years settings
Maynard, T. 2011. Exploring child-initiated learning in the outdoor environment of early years settings.
'Soft dandelion seeds and thorns': childhood, nature and early years education
Maynard, T. 2011. 'Soft dandelion seeds and thorns': childhood, nature and early years education.
Are you thinking what I am thinking? Exploring well-being in early years settings
Maynard, T. and Waters, J. 2010. Are you thinking what I am thinking? Exploring well-being in early years settings.
The teaching and learning programme in Wales: the Foundation Phase
Maynard, T., Morgan, A., Waters, J. and Williams, J. 2010. The teaching and learning programme in Wales: the Foundation Phase. Welsh Assembly Government.
What makes a 'good' project? Exploring different constructions of project work in the early years
Chicken, S. and Maynard, T. 2010. What makes a 'good' project? Exploring different constructions of project work in the early years.
A proposed model for the conceptualisation of affordances for interaction in early years spaces: a discussion paper
Waters, J. and Maynard, T. 2010. A proposed model for the conceptualisation of affordances for interaction in early years spaces: a discussion paper.
Hearing and seeing the voice of the child in the outdoor environment: a route to developing enquiry-based early years curriculum experiences
Waters, J. and Maynard, T. 2010. Hearing and seeing the voice of the child in the outdoor environment: a route to developing enquiry-based early years curriculum experiences.
'And when I let the children take the lead, they weren't as bad as I thought they were': the perceived impact of child-led learning outdoors
Maynard, T., Waters, J. and Clement, J. 2010. 'And when I let the children take the lead, they weren't as bad as I thought they were': the perceived impact of child-led learning outdoors.
Elementary school mathematics teachers: specialists or generalists?
Sanders, S. and Maynard, T. 1998. Elementary school mathematics teachers: specialists or generalists? in: Ellerton, N. (ed.) Mathematics Teacher Development: International Perspectives West Perth, Australia Meridian.
Making connections: primary student teachers' school-based subject studies
Maynard, T. 1999. Making connections: primary student teachers' school-based subject studies. in: Phillips, R. and Easdown, G. (ed.) Historical Subject Knowledge and its Professional Application SCHTE.
The Foundation Phase
Maynard, T., Morgan, A., Waters, J. and Williams, J. 2010. The Foundation Phase. in: Furlong, J. (ed.) The Teaching and Learning Programme in Wales Welsh Assembly Government.
The dynamics of early childhood spaces: opportunities for outdoor play?
Waller, T., Sandseter, E., Wyver, S., Arlemalm-Hagser, E. and Maynard, T. 2010. The dynamics of early childhood spaces: opportunities for outdoor play? European Early Childhood Education Research Journal. 18 (4), pp. 437-443. https://doi.org/10.1080/1350293X.2010.525917
Chain reaction II: headteachers, teachers and action research
Maynard, T. 2002. Chain reaction II: headteachers, teachers and action research. Esmée Fairbairn Charitable Trust.
Chain reaction: headteachers, teachers and action research
Maynard, T. 2000. Chain reaction: headteachers, teachers and action research. Esmée Fairbairn Charitable Trust.
Teachers and pupils views on primary-secondary transition, the teaching of English and 'argument and persuasion'
Maynard, T. and Airey, S. 2004. Teachers and pupils views on primary-secondary transition, the teaching of English and 'argument and persuasion'. General Teaching Council for Wales.
Outdoor play and learning
Maynard, T. 2006. Outdoor play and learning. Swansea, Wales City and County of Swansea.
The outdoor environment as a context for play and learning in the Foundation Phase for Wales
Maynard, T. and Waters, J. 2008. The outdoor environment as a context for play and learning in the Foundation Phase for Wales. Swansea, Wales ESRC/HEFCW/WERN.
Towards an understanding of 'well-being' in the Foundation Phase
Maynard, T., Roberts-Holmes, G., Waters, J., Ozer, E. and Gealy, A. 2009. Towards an understanding of 'well-being' in the Foundation Phase. Swansea, Wales ESRC/HEFCW/WERN.
ESRC/TLRP (WERN) The Foundation Phase: a policy review
Maynard, T., Waters, J., Morgan, A. and Williams, J. 2009. ESRC/TLRP (WERN) The Foundation Phase: a policy review. Swansea, Wales Teaching and Learning Research Programme.
Chain reaction II: teachers, headteachers and action research
Maynard, T. and Whitaker, P. 2003. Chain reaction II: teachers, headteachers and action research. Swansea, Wales Swansea University.
Forest School Swansea Neath Port Talbot: an evaluation
Maynard, T. 2003. Forest School Swansea Neath Port Talbot: an evaluation. Swansea, Wales Swansea University.
Through a different lens: exploring Reggio Emilia in a Welsh context
Maynard, T. and Chicken, S. 2006. Through a different lens: exploring Reggio Emilia in a Welsh context. Swansea University.
Exploring Reggio outside: children playing and learning in the outdoor environment
Maynard, T., Waters, J. and Cridland, J. 2008. Exploring Reggio outside: children playing and learning in the outdoor environment. Swansea, Wales Swansea University.
Learning to teach and models of mentoring
Maynard, T. and Furlong, J. 1994. Learning to teach and models of mentoring. in: McIntyre, D., Hagger, H. and Wilkin, M. (ed.) Mentoring: Perspectives on School-based Teacher Education London, UK Kogan Page. pp. 34-55
Learning to teach and models of mentoring
Maynard, T. and Furlong, J. 1994. Learning to teach and models of mentoring. in: Kerry, T. and Shelton Mayes, A. (ed.) Issues in Mentoring London, UK Routledge. pp. 10-24
The limits of mentoring: the contribution of the higher education institution tutor to primary student teachers' school-based learning
Maynard, T. 1996. The limits of mentoring: the contribution of the higher education institution tutor to primary student teachers' school-based learning. in: Furlong, J. and Smith, R. (ed.) The Role of Higher Education in Initial Teacher Training London, UK Kogan Page.
Mentoring subject-knowledge in the primary school
Maynard, T. 1996. Mentoring subject-knowledge in the primary school. in: McIntyre, D. and Hagger, H. (ed.) Mentors in Schools: Developing the Profession of Teaching London, UK David Fulton. pp. 34-55
The missing element? Early years teachers' attitudes towards subject knowledge
Maynard, T. 1996. The missing element? Early years teachers' attitudes towards subject knowledge. in: Cox, T. (ed.) The National Curriculum and the Early Years: Challenges and Opportunities London, UK Falmer Press. pp. 34-47
Subject mentoring and student development
Furlong, J. and Maynard, T. 1997. Subject mentoring and student development. in: Wilkin, M., Furlong, J., Miles, S. and Maynard, T. (ed.) The Secondary Subject Mentor Handbook London, UK Kogan Page.
Subject mentoring in the primary school: the core curriculum
Maynard, T., Sanders, S. and Furlong, J. 1997. Subject mentoring in the primary school: the core curriculum. in: Maynard, T. (ed.) An Introduction to Primary Mentoring London, UK Cassell. pp. 89-184
The principles and processes of mentoring
Furlong, J., Maynard, T., Miles, S. and Wilkin, M. 1997. The principles and processes of mentoring. in: Maynard, T. (ed.) An Introduction to Primary Mentoring London, UK Cassell.
Boys and writing in the primary school
Maynard, T. and Lowe, K. 1999. Boys and writing in the primary school. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 27 (2), pp. 4-9. https://doi.org/10.1080/03004279985200131
Learning to teach or learning to manage mentors? Experiences of school-based teacher training
Maynard, T. 2000. Learning to teach or learning to manage mentors? Experiences of school-based teacher training. Mentoring & Tutoring: Partnership in Learning. 8 (1), pp. 17-30. https://doi.org/10.1080/713685510
The student teacher and the school community of practice: a consideration of 'learning as participation'
Maynard, T. 2001. The student teacher and the school community of practice: a consideration of 'learning as participation'. Cambridge Journal of Education. 31 (1), pp. 39-52. https://doi.org/10.1080/03057640123915
Students' school-based learning
Maynard, T. 2002. Students' school-based learning. in: Pollard, A. (ed.) Readings for Reflective Teaching London, UK Continuum. pp. 24-27
Boys, girls and writing: what are the issues?
Maynard, T. 2002. Boys, girls and writing: what are the issues? TOPIC. 28, pp. 1-4.
Editors' introduction and section introductions
Maynard, T. and Thomas, N. 2004. Editors' introduction and section introductions. in: Maynard, T. and Thomas, N. (ed.) An Introduction to Early Childhood Studies London, UK SAGE. pp. 1-4
Young children and gender
Maynard, T. 2004. Young children and gender. in: Maynard, T. and Thomas, N. (ed.) An Introduction to Early Childhood Studies London, UK SAGE. pp. 39-50
Making the best of what you've got: adopting and adapting the Forest School approach
Maynard, T. 2007. Making the best of what you've got: adopting and adapting the Forest School approach. in: Austin, R. (ed.) Letting the Outside In Stoke on Trent, UK Trentham Books.
Forest Schools in Great Britain: an initial exploration
Maynard, T. 2007. Forest Schools in Great Britain: an initial exploration. Contemporary Issues in Early Childhood. 8 (4), pp. 320-331. https://doi.org/10.2304/ciec.2007.8.4.320
Encounters with Forest School and Foucault: a risky business?
Maynard, T. 2007. Encounters with Forest School and Foucault: a risky business? Education 3-13: International Journal of Primary, Elementary and Early Years Education. 35 (4), pp. 379-391. https://doi.org/10.1080/03004270701602640
Outdoor play and learning
Maynard, T. 2007. Outdoor play and learning. Education 3-13: International Journal of Primary, Elementary and Early Years Education. 35 (4), pp. 305-307. https://doi.org/10.1080/03004270701602400
What's so interesting outside? A study of child-initiated interaction with teachers in the natural outdoor environment
Waters, J. and Maynard, T. 2010. What's so interesting outside? A study of child-initiated interaction with teachers in the natural outdoor environment. European Early Childhood Education Research Journal. 18 (4), pp. 473-483. https://doi.org/10.1080/1350293X.2010.525939
Mentoring student teachers: the growth of professional knowledge
Furlong, J. and Maynard, T. 1995. Mentoring student teachers: the growth of professional knowledge. London, UK Routledge.
Boys and literacy: exploring the issues
Maynard, T. 2002. Boys and literacy: exploring the issues. London, UK Routledge.
Siyabonana: building better childhoods in South Africa
Penn, H. and Maynard, T. 2010. Siyabonana: building better childhoods in South Africa. Edinburgh, UK Children in Scotland.
Through a different lens: exploring Reggio Emilia in a Welsh context
Maynard, T. and Chicken, S. 2010. Through a different lens: exploring Reggio Emilia in a Welsh context. Early Years: An International Journal of Research and Development. 30 (1), pp. 29-39. https://doi.org/10.1080/09575140903443000
Foreword
Maynard, T. 2009. Foreword. in: Thomas, N. (ed.) Children, Politics and Communication Bristol, UK Policy Press. pp. 7-9
Exploring early years practitioners' 'effective' verbal interactions in the outdoor environment
Maynard, T., Waters, J., Howard, J., Merriman, E., McLachlan, C. and Siraj-Blatchford, I. 2009. Exploring early years practitioners' 'effective' verbal interactions in the outdoor environment. The Welsh Journal of Education. 14 (2), pp. 117-123.
Learning in the outdoor environment: a missed opportunity?
Maynard, T. and Waters, J. 2007. Learning in the outdoor environment: a missed opportunity? Early Years: An International Journal of Research and Development. 27 (3), pp. 255-265. https://doi.org/10.1080/09575140701594400
The active mentoring programme, pack 1: principles and processes
Furlong, J., Maynard, T., Miles, S. and Wilkin, M. 2002. The active mentoring programme, pack 1: principles and processes. Cambridge, UK Pearson.