Social-Emotional Learning in Gardens, Playgrounds and Open Spaces - - PowerPoint PPT Presentation

Strategies to Promote Discovery and Social-Emotional Learning in Gardens, Playgrounds and Open Spaces

• Ms. NG Siew Chin
• Dr. Beth Ann O’BRIEN

National Institute of Education, Centre for Research in Child Development Nanyang Technological University, Singapore

Outdoor Learning in Early Years

versus

Outdoor Learning in the Early Years

Promotes social behavior and emotional development

(Choi, Park, Kim, Kim, & Chung, 2014; Micheka, Novákováb, & Menclovác, 2015; Wells & Evans, 2003)

Stimulates creative thinking

Improves sleep habits Develops gross and fine motor skills

Enhances physical health

Strengthens the immune system

Improves mental health

Overview

Part 1 - Outdoor Learning in Singapore Preschools: Teachers’ Scaffolding Strategies during Garden-Based Learning

• What is Garden-based learning & How can we scaffold GBL?
• Activity 1
• Activity 2
• Study 1: Research questions and findings from 3 K classrooms within SKIP sample
• Conclusion
• Activity 3

Part 2 - Facilitating Social Emotional Learning in Kindergarten Classrooms: Situational Factors and Teachers’ Strategies

• What is SEL & Why is it important?
• Activity 4
• 5 areas of SEL competencies, factors influencing SEL, strategies in guidelines & study
• Study 2: Research questions and findings based on 6 K classrooms within SKIP sample
• Activity 5
• Conclusion

Outdoor Learning in Singapore Preschools: Teachers’ Scaffolding Strategies during Garden-Based Learning

Presented in the International Conference on Teaching and Education Sciences (ICTES) 2 – 4 July 2018 Okinawa, Japan

Garden-Based Learning…

❖ Programs, activities and projects that utilize a garden as a teaching tool

(Desmond, Grieshop & Subramaniam, 2002)

❖ Benefits: ▪ Awareness of connections of oneself to the broader environment ▪ Potential to influence linguistic, science and environmental learning ▪ Ease childhood obesity ▪ Prosocial behaviors towards nature and people ▪ Positive impacts on children’s academic outcomes

(Acar & Torquati, 2015; Blair, 2009; Ozer, 2007; Sharma et al., 2015; Wansink et al., 2015; Williams & Dixon, 2013)

Activity 1: Do you have a garden within your school compound?

Open your smartphone browser and go to live.voxvote.com and enter the following code PIN: 40336 Or Scan this QR-code

Activity 2

Share with the person on your right:

• 1. Activities you had conducted in the garden spaces, or utilized gardening

tools and materials.

• 2. How often do you conduct each activity?

(Ministry of Education, 2013)

In Singapore…

How do teachers facilitate garden-based learning in preschools?

Scaffolding Strategies

Low Medium High Additional

Scaffolding Garden-Based Learning

Adapted from Sigel (2002) and Sigel (1986) L1 Label / Making Choices Teacher provides task instructions or prompt for child to name items and location or provide choices for children to choose L1-C Child names items and location or choose an option from teachers' listed choices L2 Produce Information / Describe Teacher provides information to describe characteristics of item or prompt child to provide information / describe characteristics of the item L2-C Child provides information / describe characteristics of the item L3 Execution Teacher uses language related to carrying out actions to complete a garden- related task or provides a cue for child to carry out actions related to topic / complete a task L3-C Child uses language related to carrying out actions related to topic / to complete a garden-related task / express the need for assistance to complete a task L4 Observation Teacher uses language related to sight or provide prompt for children to view objects L4-C Child uses language related to sight or provide prompt for teachers / peers to view objects

Low Medium High Additional

M1 Sequence / Enumerate Teacher lists or prompts child to list order of succession / ascertain the number of counts M1-C Child lists order of succession / ascertain the number of counts M2 Reproduce Teacher recalls or prompts child to recall sequence of events and actions M2-C Child recalls sequence of events and actions M3 Describe Similarities

• r

Differences Teacher identifies or prompts child to identify similar / different traits between at least two items / categories M3-C Child identifies similar / different traits between at least two items / categories M4 Prediction Teacher anticipates or prompts child to anticipate (make a guess) M4-C Child anticipates (make a guess) / initiates a predicting question

Scaffolding Garden-Based Learning

Adapted from Sigel (2002) and Sigel (1986)

Low Medium High Additional

H1 Evaluation Teacher makes a judgement or prompts child to make a judgement / reason H1-C Child makes use of information or observation to make a judgement / reason H2 Cause & Effect Teacher identifies or prompts child to identify chain of events Child identifies chain of events H2-C H3 Problem Solving Teacher provides or prompt child to provide alternatives to problems or issues H3-C Child provides alternatives to problems or issues H4 Conclusion Teacher concludes / summarizes or prompts children to conclude / summarize learning points or children responses H4-C Child concludes / summarizes learning points or responses

Scaffolding Garden-Based Learning

Adapted from Sigel (2002) and Sigel (1986)

Low Medium High Additional

O1 Perfunctory Feedback Teacher provides perfunctory feedback Repetition of children's responses right before as a form of acknowledgement O2 Close-Ended Response Child provides a "yes" or "no" response without elaboration or explanation Repetition of teacher's response

Scaffolding Garden-Based Learning

Adapted from Sigel (2002) and Sigel (1986)

Study 1: Research Goals

• 1a. To find out the types and frequency of teachers’ approaches in

scaffolding garden-based learning

• 1b. To find out the proportion of teacher and children’s participation in

garden-based learning

• 2. To describe the scaffolding approaches in garden-based activity

Methods

• Sample: Three Kindergarten 1 (five year olds) classrooms
• Data Source: Transcripts of classroom observation videos
• Coding: Transcribed utterances using the adapted set of coding scheme
• Analysis: Content analysis (Elo & Kyngäs, 2008)

Study 1: Research Goals

• 1a. To find out the types and frequency of teachers’ approaches in

scaffolding garden-based learning

• 1b. To find out the proportion of teacher and children’s participation in

garden-based learning

• 2. To describe the scaffolding approaches in garden-based activity

Findings for Goal 1a

Findings for Goal 1a

Findings for Goal 1a

Findings for Goal 1a

Study 1: Research Goals

• 1a. To find out the types and frequency of teachers’ approaches in

scaffolding garden-based learning

• 1b. To find out the proportion of teacher and children’s participation in

garden-based learning

• 2. To describe the scaffolding approaches in garden-based activity

Findings for Goal 1b

Findings for Goal 1b

Study 1: Research Goals

• 1a. To find out the types and frequency of teachers’ approaches in

scaffolding garden-based learning

• 1b. To find out the proportion of teacher and children’s participation in

garden-based learning

• 2. To describe the scaffolding approaches in garden-based activity

Turns Discourse Codes T Look at the leaves. L4

Observation

T They are so… L2

Describe

C Small L2-C

Describe

T So small, O1

Repetition of child’s response

T so tiny as compared to this. M3

Describe Differences

T This is one entire leaf L1

Label

T and then there is this leaf. L1

Label

Findings for Goal 2

Label / Making Choices (L1) & Observation (L4)

Image credits: Google - Shutterstock & Alamy

Turns Discourse Codes T

• h look at the flower.

L4

Observation

T How many petals? M1

Enumerate

T You can count right? M1

Enumerate

T You see. L4

Observation

C Teacher T One two three petals M1

Enumerate

Findings for Goal 2

Sequence / Enumerate (M1)

Image credit: Google – 123rf.com

Turns Discourse Codes T Why is this leaf brown? H1

Evaluation

C I don’t know O2

Close-Ended Response

C I think I think she died M4-C

Prediction

T It’s withered already. H1

Evaluation

T It’s dried up already you see. H1

Evaluation

Findings for Goal 2

Evaluation (H1)

Image credit: Google - Pngtree

Conclusion & Directions for Future Studies

Future Studies Differences in teachers’ facilitation among various garden programs Conclusion

Teachers adopt the low-level of strategies more frequently then other strategies.

Conclusion Participation of teacher is 3 times more than children. Future Studies Best Practices Future Studies Relationship between scaffolding strategies and child outcomes How do we encourage more initiation and responses from children during

• utdoor garden learning?

Activity 3

Discuss with another partner:

How do we encourage more initiation and responses from children during

• utdoor garden learning?

Facilitating Social Emotional Learning in Kindergarten Classrooms: Situational Factors and Teachers’ Strategies

Research article published in the International Journal of Early Childhood

Ng, S. C., & Bull, R.. (2018). Facilitating social emotional learning in kindergarten classrooms: Situational factors and teachers' strategies. International Journal of Early Childhood, 50(3), 335-352. doi:10.1007/s13158-018- 0225-9

Activity 4

On your own, write down:

• 1. What is social and emotional learning to you?
• 2. Have you have incorporated social and emotional learning in your classroom?

In what ways?

Social and Emotional Learning (SEL)

“process which children and adults acquire and effectively apply the knowledge, attitudes, and skills to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”

(Collaborative for Academic, Social, and Emotional Learning, 2017, What is SEL section.)

Why is Social & Emotional Skills and Learning Important?

Adult Outcomes

Full-time employment

(Jones, Greenberg & Crowley, 2015)

Mental health & criminal activities

(Hawkins et al., 2008)

Academic School Success

Academic learning

(Montroy, Bowles, Skibbe and Foster, 2014)

Oral language & literacy skills

(Bierman et al., 2008; Farver, Xu, Eppe and Lonigan, 2006; Tominey and McClelland, 2011).

Children’s Attitudes & Capacity in Learning

Greater problem solving abilities, level

• f confidence,

persistence

(Aronson, 2002; Arslan et al., 2011; Durlak et al., 2011)

Engagement

(Denham and Brown, 2010)

5 areas of competencies

(Ministry of Education (MOE), 2013).

(Ministry of Education (MOE), 2013).

modelling positive behaviors using dramatization and role play engaging children in small group activities planning routines and transitions seizing teachable moments collaborating with families using stories, rhymes and puppets

Factors for SEL in the classrooms

Direct Inputs

e.g. teaching styles

teaching

• pportunity

(teaching styles)

Environmental Factors

e.g. school composition and resources group size (classroom composition)

Policy Levers

e.g. curriculum and recruitment type of activity (curriculum)

(Organisation for Economic Co-

• peration and

Development (OECD), 2015) …our study looks into

Teachers Strategies in Facilitating Social and Emotional Learning

Center on Great Teachers and Leaders in the USA (Yoder 2014)

• Teacher language
• Responsibility and choice
• Warmth and support
• Cooperative learning
• Discussions

etc.

Research Studies

(e.g., Hollingsworth and Winter, 2013)

• Tone setting
• Sufficient materials
• Structure
• Responding to situations
• Targeted instruction
• Dyadic interactions

etc.

Study 2: Research Goals

1. How do situational factors (group size, activity, and type of teaching

• pportunity) influence the frequency of SEL support in early

childhood classrooms? 2. What types of strategies do teachers use to facilitate SEL in the classrooms?

Methods

Participants: 6 K1 classrooms from 6 preschools Procedures:

• bservations and video-recording purposive selection:

6 kindergartens (government / commercialized / not-for-profit)

• 32 instances of teachers’ facilitation of SED were identified
• Inductive content analysis (Elo & Kyngäs, 2008)

RQ1: How do situational factors influence the frequency of SEL support in early childhood classrooms?

RQ2: What types of strategies do teachers use to facilitate SEL in the classrooms?

Strategy

Frequency

Description

Setting a Positive Tone 56.25%

Provide opportunity, assistance, and encouragement, e.g. to complete a task independently.

Suggestion of Solutions 25.01%

Highlight problem, suggest solutions and guide children to explore options to resolve the problem, e.g. resolve conflict when using climbing equipment in outdoor playground.

Extension 9.37%

Build on children’s responses with comments or questions, e.g. discussion of ways to take care of peers with varying needs in the playground.

Task Allocation 9.37%

Assigning a leadership task to children during group activities, e.g. children take turns to lead a read-aloud session.

Outdoor Example 1: Suggestion of Solutions

Two children were standing on one ‘log’ in the climbing equipment area while facing each other, and were trying to reach the other end of the log Teacher Ok see how can we settle this problem, Daniel wants to go here and Emma wants to go here so how can we settle it? How? Is there any way? Responsible decision- making: children were prompted to contribute and explore options to resolve a problem Kathy Hold the hands. Teacher Ok, see you hold her hand and hold the hand now you turn turn turn. (Teacher holds onto children and leads them to turn to the opposite side) Ah now settle? Yes or no? See this is how you change (sides). Relationship management: children were guided to provide assistance to peers Henry No, Daniel goes this way and Emma goes that way. (Henry suggesting for the children on the log to turn their backs and take the direction which they came from). Teacher That is another way to suggest it.

Outdoor Example 2: Extension

The issue on taking care of peers in the playground was highlighted by the teacher Teacher

Alex, you know he needs help right? So please take care of your friend, take care of each

• ther, if your friend needs help you must help.

Relationship management: children were prompted to show care and concern for peers as well as to provide assistance during play when necessary Danny

He is our special friend in class.

Teacher

Yes so we need to take care of him. Everybody else also needs to take care of each other.

Self-management and Relationship management: teacher acknowledged and built

• n Danny’s comment

that his own actions may affect other peers Danny

When we do something then Alex will follow.

Teacher

Yes so you must show good example for him to follow.

Activity 5

• 1. What is social and emotional learning to you now? Compare with your own

response at the start of Part 2 (Activity 4).

• 2. Using the 4 strategies identified through this study (Setting a Positive Tone; Suggestion of

Solutions; Extension; Task Allocation), what are other activities which you can conduct to

facilitate SED during outdoor setting?

• 3. Would you have expected there to be more or less opportunities for facilitating

SED in outdoor learning settings? Why?

Summary of Our Studies

Teachers used mostly low-level scaffolding strategies SEL support occurs mostly during outdoor play Garden-based learning involved mostly teacher participation

SEL→ children’s learning attitudes, academic success, general outcomes

Teachers mostly used tone setting to support SEL

OER 09/14 RB Singapore Kindergarten Impact Project

More SKIP studies in bite-size at…

https://www.nel.sg/resources/research-bites

Some References…

Acar, I. H., & Torquati, J. (2015). The power of nature: developing prosocial behavior toward nature and peers through nature-based activities. Young Children, 70(5), 62–71. Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. The Journal of Environmental Education, 40(2), 15– 38. Choi, B., Park, J., Kim, H., Kim, H., & Chung, S., (2014). The Effects of a Forest Kindergarten Program on the Sleep Habits of Preschool Children. Sleep Med Res, 5(1), 15-19. Desmond, D., Grieshop, J., & Subramaniam, A. (2002). Revisiting garden based learning in basic education: Philosophical roots, historical foundations, best practices and products, impacts, outcomes and future directions. Paris, France: Food and Agriculture Organization/United Nations International Institute for Educational Planning. Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. Micheka, S., Novákováb, Z., & Menclovác,L., (2015). Advantages and Disadvantages of Forest Kindergarten in Czech Republic. Procedia - Social and Behavioral Sciences, 171, 738-744. Ozer, E. J. (2007). The effects of school gardens on students and schools: Conceptualization and considerations for maximizing healthy development. Health Education & Behavior, 34(6), 846–863. Sharma, S. V., Hedberg, A. M., Skala, K. A., Chuang, R.-J., & Lewis, T. (2015). Feasibility and acceptability of a gardening based nutrition education program in preschoolers from low-income, minority populations. Journal of Early Childhood Research, 13(1), 93–110. Sigel, I.E. (1986). Early social experience and the development of representational competence. In W. Fowler (Ed.), Early experience and the development of competence (pp. 49–65). New Directions for Child Development, No. 32. San Francisco, CA: Jossey-Bass. Sigel, I. E. (2002). The Psychological distancing model: A study of the socialization of cognition. Culture & Psychology, 8(2), 189–214. Wansink, B., Hanks, A. S., & Just, D. R. (2015). A plan to plate pilot: A cold-climate high school garden increased vegetable selection but also waste. Acta Paediatrica, 104, 823–826. Wells, N. M., Evans, G., W. (2003). Nearby Nature. A Buffer of Life Stress Among Rural Children. Environment and Behavior, 35(3), 311-330. Williams, D. R., & Dixon, P. S. (2013). Impact of garden-based learning on academic outcomes in schools. Review of Educational Research, 83(2), 211– 235.