‘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.

本研究旨在探讨儿童如何回应与思考其户外游戏教学记录文档（pedagogical documentation），以及在围绕其记录展示板开展对话后，儿童将如何参与后续的户外游戏活动。本研究的数据来源包括研究者的现场观察记录与对六名儿童的个别访谈。本研究采用类型学分析模型对所采集的数据开展分析[Hatch, J. (2002). 《教育场景中的质性研究》（Doing qualitative research in education settings）. 纽约州奥尔巴尼：纽约州立大学出版社]。研究结果表明，围绕教学记录展开对话能够帮助儿童清晰阐述其对既往户外游戏经历的所思所想，并催生、落实后续的户外游戏创意。最后，本研究围绕「如何借助儿童对户外游戏教学记录文档的视角，提升户外实践中的教学质量」这一维度，对本研究的发现展开了批判性讨论。