Outdoor Play to Support Dispositions and Habits of Mind

Topic Progress:

4-adultrolemodel7In module 3, we introduced dispositions, as consistent and frequent patterns for behaviour where an individual acts intentionally or mindfully (Katz, 1993). In this module we have you review the standards for outdoor learning that can be interpreted as dispositions (Banning and Sullivan, 2011) from the perspective of the role of the early learning teacher.

Review each of the dispositions and think about what behaviours the early learning teacher would be displaying when they have this disposition.

How does the disposition of the early learning teacher influence children’s dispositions?  What happens if early learning teachers are not curious about the outdoor environment?  How do children’s experiences change when there are early learning teachers that are engaged in outdoor play and model the benefits of trial and error?

Be Curious and to Take Initiative

Eagerly experiments and makes discoveries. Asks questions and discusses ideas and tries new things.

Be Engaged and to Persist

Concentrates and chooses complex experiences. Persists with trial and error. Seeks help from tools or people.

Imagine, Invent and Create

Exhibits and appreciates a sense of humour. Engages in pretend play, trying out new things. Explores and experiments.

Reason and Problem-Solve

Active exploration leads to identification of issues with child-initiated solutions. Employs strategies to solve problems and collaborates.

Take Risks, Responsibility and to be Confident

Chooses challenges and has a growing awareness of own ability. Follows through with increasing independence. Communicates and expressing satisfaction.

Reflect, Interpret and Apply

Relates past experiences to new situations, generates ideas, makes predictions. Speculates on what others are thinking. Uses play, representations and discussion to process information.