"

8.6 References

Jennifer Karshna, Ph.D.

Beery, T., & Jørgensen, K. A. (2018). Children in nature: Sensory engagement and the experience of biodiversity. Environmental Education Research, 24(1), 13-25. https://doi.org/10.1080/13504622.2016.1250149

Bento, G., & Costa, J. A. (2018). Outdoor play as a means to achieve educational goals: A case study in a Portuguese day-care group. Journal of Adventure Education and Outdoor Learning, 18(4), 289-302. https://doi.org/10.1080/14729679.2018.1443483

Bullard, J. (2013). Creating environments for learning: Birth to age eight (2nd ed.). Pearson.

Carter, M., & Curtis, D. (2014). Designs for living and learning: Transforming early childhood environments (2nd ed.). Redleaf Press.

Cooper, A. (2015). Nature and the outdoor learning environment: The forgotten resource in early childhood education. International Journal of Early Childhood Environmental Education, 3(1), 85-97. https://eric.ed.gov/?id=EJ1108430

Gartrell, G. (2014). A guidance approach for the encouraging classroom (6th ed.). Cengage Learning.

Goodenough, A., Waite, S., & Wright, N. (2021). Place as partner: Material and affective intra-play between young people and trees. Children’s Geographies, 19(2), 225-240. https://doi.org/10.1080/14733285.2020.1783435

Hatcher, B. (2005, February). Seeing is believing: Visible thought in dramatic play. Community Playthings. https://www.communityplaythings.com/resources/articles/seeing-is-believing-visible-thought-in-dramatic-play

Head Start Early Childhood Learning & Knowledge Center. (n.d.) Learning environments. U.S. Department of Health and Human Services, Administration for Children and Families. https://eclkc.ohs.acf.hhs.gov/learning-environments

Hemmeter, M. L., Ostrosky, M. M., Artman, K. M., & Kinder, K. A. (2008). Moving right along…: Planning transitions to prevent challenging behavior. Young Children, 63(3), 18-22, 24-25. https://www.jstor.org/stable/42730994

Isbell, R., & Exelby, B. (2001). Early learning environments that work. Gryphon House.

Jiron, A., Brogle, B, Giacomini, J. (2018, January). How to use visual schedules to help your child understand expectations. Technical Assistance Center on Social Emotional Interventionfor Young Children, Office of Special Education Programs, U.S. Department of Education. https://challengingbehavior.org/docs/backpack/BackpackConnection_routines_visual-schedules.pdf

Kaplan. (2014, July 8). Adapting classroom environments for young children with special needs. Kaplan Learning Center. https://blog.kaplanco.com/ii/classroom-environment-special-needs

Karshna, J. (2021). Early childhood education teacher experience and knowledge regarding outdoor learning and affordances. [Doctoral dissertation, Walden University]. https://scholarworks.waldenu.edu/dissertations/11303/

Kleppe, R. (2018). Affordances for 1-to-3 year olds’ risky play in early childhood education and care. Journal of Early Childhood Research, 16(3), 258-275. https://doi.org/10.1177/1476718X1876223

McClintic, S., & Petty, K. (2015). Exploring early childhood teachers’ beliefs and practices about preschool outdoor play: A qualitative case study. Journal of Early Childhood Teacher Education, 36(1), 24-43. https://doi.org/10.1080/10901027.2014.997844

McKee, A., & Friedlander, D. (2017). Access, accommodation, and attitude: Promoting inclusion in the early childhood classroom. Exchange. http://exchangepress.com/article/access-accommodation-and-attitude/5023588/

National Association for the Education of Young Children. (2022). Developmentally appropriate practice in early childhood programs serving children birth through age 8 (4th ed.). NAEYC.

National Center on Quality Teaching and Learning. (2012, Fall). Learning activity, designing environments: Assessing your physical spaces and strategizing changes. U.S. Department of Health and Human services, Administration for Children and Families, Office of Head Start. https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/no-search/iss/managing-the-classroom/design-activities-physical-spaces.pdf

New Jersey Early Childhood Education. (2019). Preschool classroom teaching guidelines. New Jersey Department of Education, Division of Early Childhood Education. https://www.nj.gov/education/earlychildhood/preschool/docs/psteachingguidelines.pdf

Nicholson, S. (1971). How NOT to cheat children: The theory of loose parts. Landscape Architecture, 62(1), 30-34. ​​https://www.jstor.org/stable/44663886

Obaki, S. O. (2017). Impact of classroom environment on children’s social behavior. International Journal of Education and Practice, 5(1), 1-7. https://doi.org/10.18488/journal.61/2017.5.1/61.1.1.7

Olsen, H., & Smith, B. (2017). Sandboxes, loose parts, and playground equipment: A descriptive exploration of outdoor play environments. Early Child Development and Care, 187(5-6), 1-14. https://doi.org/10.1080/03004430.2017.1282928

Schwartz-Henderson, I. (2016). Trauma-informed teaching and design strategies. Exchange https://www.exchangepress.com/article/trauma-informed-teaching-and-design-strategies/5023136/

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4

Zamani, Z. (2016). “The woods is a more free space for children to be creative; their imagination sparks out there”: Exploring young children’s cognitive play opportunities in natural, manufactured and mixed outdoor preschool zones. Journal of Adventure Education and Outdoor Learning, 16(2), 172-189. https://doi.org/10.1080/14729679.2015.1122538

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