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dc.contributor.advisorPapadimitriou, Melahrini
dc.contributor.authorEnerson, Peggy
dc.date.accessioned2016-06-04T18:59:02Z
dc.date.available2016-06-04T18:59:02Z
dc.date.issued2016-06-04T18:59:02Z
dc.identifier.urihttp://digital.library.wisc.edu/1793/74959
dc.description.abstractChildren are not getting outdoors as much as they need to for educational, health and social/emotional benefits. Research shows that children do not spend as much time outdoors as children of past generations. This appears to have an adverse effect on their educational well-being. The present research attempted to prove that there are positive impacts on children when they are exposed to learning in nature on a daily basis. The study focused on the learning habits of 8 kindergarten students in a Montessori classroom by recording how many times they chose appropriate and meaningful work without the help of a teacher. The objective was to find out if spending time in an outdoor learning environment would cause an increase in the number of times these students chose appropriate work over the course of the seven week study. The research did not provide conclusive results; however, it did provide the researcher with information that will increase the potential success of a similar future research focus. Two factors were identified as potential barriers to the success of the project: A short data gathering period and a broad spectrum of data focus. This research implies that further related research is necessary and important for children to succeed in school and in their futures.en
dc.language.isoen_USen
dc.subjectNatureen
dc.subjectOutdoor learning environmenten
dc.subjectMontessorien
dc.titlePositive Impact of Outdoor Learning in Kindergartenen
dc.typeThesisen


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