The Status of Nature Play in Guyanese Early Childhood Settings
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| Title: | The Status of Nature Play in Guyanese Early Childhood Settings |
|---|---|
| Language: | English |
| Authors: | Michelle Semple-McBean, Godryne Wintz, Lidon Lashley |
| Source: | American Journal of Play. 2025 17(1):47-74. |
| Availability: | The Strong. One Manhattan Square, Rochester, NY 14607. Tel: 585-263-2700; e-mail: info@thestrong.org; Web site: https://www.museumofplay.org/journalofplay/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Foreign Countries, Early Childhood Education, Play, Educational Environment, Physical Environment, Educational History, National Programs, Culturally Relevant Education, Negative Attitudes, Teacher Attitudes, Early Childhood Teachers, Outdoor Education, Cultural Background, Child Development, Attitude Change, Time Perspective |
| Geographic Terms: | Guyana |
| ISSN: | 1938-0399 1938-0402 |
| Abstract: | The authors discuss the shift in play-based educational experiences during the past decade in Guyana. They hold that nature-based play has become a type of pedagogy in decline and even at risk of extinction. Their study presents the status of nature play beginning with Guyana's national early childhood program in 1976 and employs a descriptive survey of teachers from the different geographical areas of Guyana about the nature play experiences of children. Using three categories of nature-based play--regular, messy, and risky--and introducing the culturally relevant peacock flower play, they outline the negative impact on play associated with over protectiveness, environmental worries, and ideological objection. They present recommendations for retaining, advancing, and creating nature play spaces and experiences in Guyanese early childhood settings. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465165 |
| Database: | ERIC |
| Abstract: | The authors discuss the shift in play-based educational experiences during the past decade in Guyana. They hold that nature-based play has become a type of pedagogy in decline and even at risk of extinction. Their study presents the status of nature play beginning with Guyana's national early childhood program in 1976 and employs a descriptive survey of teachers from the different geographical areas of Guyana about the nature play experiences of children. Using three categories of nature-based play--regular, messy, and risky--and introducing the culturally relevant peacock flower play, they outline the negative impact on play associated with over protectiveness, environmental worries, and ideological objection. They present recommendations for retaining, advancing, and creating nature play spaces and experiences in Guyanese early childhood settings. |
|---|---|
| ISSN: | 1938-0399 1938-0402 |
