Topic

References

Topic Progress:

Module Nine – References

Acar, H. (2013). Landscape design for children and their environments in urban context. In: Advances in Landscape Architecture, Murat Özyavuz, (ed.). INTECH, 291-324.

Carson, R. L. (1998). The sense of wonder (3rd ed.).  NY: Harper & Row.

Centre for Universal Design (2008). About Universal Design. NC State University. https://www.ncsu.edu/ncsu/design/cud/about_ud/about_ud.htm.

Day, C., & Midbjer, A. (2007). Environment and children: Passive lessons from the everyday environment. Oxford: Architectural Press.

Dietze, B. (2006). Foundations of Early Childhood Education: Learning Environments and Childcare in Canada. Toronto, ON: Prentice Hall.

Dietze, B., Pye, K., & Yochoff, A. (2013). Risk-taking at the crossroads: Bringing it back into the lives of children and youth. Relational Child & Youth Care Practice, 26(4).

Dietze, B., & Kashin, D. (2012). Playing and learning in early childhood education. Toronto, ON: Pearson.

Dietze, B. & Kim, B. (2014). An assessment tool in support of creating children’s outdoor play environments with a sense of wonder. (published??)

Dietze, B., & Kashin, D. (2016). Empowering pedagogy for early childhood education. Toronto, ON: Pearson.

Greenman, J. (1988). Caring Spaces, Learning Places: Children’s Environments That Work. Redmond, WA: Exchange Press, Inc.

Greenman, J. (2005). Caring Spaces, learning places: children’s environments that work. Redmond, WA: Exchange Press, Inc.

Hanline, M. F. (1999). Developing a preschool play-based curriculum. International Journal of disability, development and education, 46(3), 289-305.

Herrington, S., Lesmeister, C., Nicholls, J., & Stefiuk, K. (2010). 7C’s: An Informational Guide to Young Children’s Outdoor Play Spaces. Consortium for Health, Intervention, Learning and Development (CHILD).

Jenkins, H., Clinton, K., Purushotma, R., Robinson, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st. MA: The MIT Press.

Kahn, P. and S. Kellert. (2002). Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations. Cambridge, MA: MIT Press.

Kritchevsky, S., Prescott, E., & Walling, L. (1969). Planning environments for young children: physical space. Madison, Wisconsin: National Association for the Education of Young Children.

Kritchevsky, S., Prescott, E., & Walling, L. (2 ed.). (1977). Planning environments for young children: physical space. Washington, DC: National Association for the Education of Young Children.

Loebach, J. (2004). Designing learning environments for children: An affordance-based approach to providing developmentally appropriate settings, (Unpublished master dissertation). Environmental Design Studies, Dalhousie University, Halifax, Nova Scotia.

McLean, J.E. (1995). Improving education through action research: A guide for administrators and teachers. Thousand Oaks: Corwin Press.

Miller, K. D. and Schleien, S. J. (2006). A community for all children: a guide to inclusion for out-of-school time. Raleigh, NC: Developmental Disabilities Section of the NC Division of Mental Health.

New, R. S., Mardell, B., & Robinson, D. (2005). Early Childhood Education as Risky Business: Going beyond What’s” Safe” to Discovering What’s Possible. Early Childhood Research & Practice, 7(2).

Prellwitz, M. and Tamm, M. (1999). Attitudes of key persons to accessibility problems in playgrounds for children with restricted mobility: A study in a medium-sized municipality in Northern Sweden. Scandinavian Journal of Occupational Therapy, 6(4), 166-173.

Prellwitz, M. and Skär, L. (2007). Usability of playgrounds for children with different abilities. Occupational Therapy International, 14(3), 144-155.

Reynolds, G., & Jones, E. (1997). Master Players: Learning from Children at Play. New York, NY: Teachers College Press.

Scott, S. S., McGuire, J. M., and Foley, T.E. (2003). Universal Design for Instruction: A Framework for Anticipating and Responding to Disability and Other Diverse Learning Needs in the College Classroom. Equity and Excellence in Education, 36(1), 40-49.

Sutterby, J. A., Frost, J.A., Frost, B.  (2006). Play behavior on a playground designed for upper elementary children. Unpublished industry report.

Tovey, H. (2007). Playing outdoors: Spaces and places, risk and challenge. Maidenhead: Open University Press.

Wake, S. (2004). Think global, act local–A model for learning-informed design of children’s gardens. Landscape Review, 9(1), 222-225.

Wellhousen, K. (2002). Outdoor play, every day: Innovative play concepts for early childhood. NY: Cengage Learning.

Woolley, H. (2013). Now being social: The barrier of designing outdoor play spaces for disabled children. Children & Society, 27(6), 448-458.

Woolley, H., & Kinoshita, I. (2015). Space, people, interventions and time (SPIT): A model for understanding children’s outdoor play in post‐disaster contexts based on a case study from the triple disaster area of Tohoku in North‐East Japan. Children & Society, 29(5), 434-450.

Yantzi, N.M., Young, N.L., and Mckeever, P. (2010). The suitability of school playgrounds for physically disabled children. Children’s Geographies, 8(1), 65-78.

Zarb, G. (ed) (1995). Removing Disabling Barriers. London: Policy Studies Institute.