‘Sometimes I like to see what I am doing’: studying outdoor play pedagogical documentation from children’s perspectives

This study explores how children respond to and think about their outdoor play pedagogical documentation, and how they engage in outdoor play experiences after they have conversations about their documentation panel. The data source for this study is composed of the author’s observations, and individual interviews with six children. A typological analysis model was used to analyse the collected data [Hatch, J. (2002). <i>Doing qualitative research in education settings</i>. Albany, NY: State University of New York Press]. The findings demonstrate that having conversations about documentation allowed the children to articulate their thoughts about previous outdoor play experiences, and provoke and implement further outdoor play ideas. Finally, a critical discussion on the findings of the study is presented in terms of how children’s perspectives on outdoor play pedagogical documentation can be utilized to promote the quality of pedagogy in outdoor practice.

本研究探讨了儿童如何对户外游戏教学记录（pedagogical documentation）作出回应并形成自身思考，以及他们在围绕自身的记录展示板开展对话后，如何参与后续的户外游戏体验。本研究的数据来源为研究者的现场观察与对六名儿童开展的个别访谈。研究采用类型学分析模型对所收集的数据展开分析[引用来源：Hatch, J. (2002). 《教育场景中的质性研究》。纽约州奥尔巴尼：纽约州立大学出版社]。研究结果表明，围绕教学记录开展对话能够帮助儿童清晰表述自身对过往户外游戏经历的想法，并催生、落地后续的户外游戏创意。最后，本研究围绕如何利用儿童对户外游戏教学记录的视角，提升户外教育实践的教学质量这一主题，对研究结果展开了批判性讨论。