Vegetation has the potential to support all domains of early childhood development when carefully selected, yet it is infrequently used as a deliberate learning element in outdoor play environments for young children. The purpose of this study was to measure vegetation value in the context of developmentally appropriate early childhood education by assessing existing vegetation and interviewing educators at thirteen nationally accredited preschools in Tucson, Arizona. Results indicated low vegetation density and diversity compared to presence and quality of built elements, both indoors and out. While potential of existing vegetation was high, many educators reported few values of vegetation and rarely regarded it as a tool in their stated environmental curriculum. Furthermore, the values of structure for climbing and refuge for dramatic play appeared infrequently despite their importance in cited literature.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/278803 |
| Date | January 2003 |
| Creators | Darnell, Beth W. |
| Contributors | Livingston, Margaret |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Thesis-Reproduction (electronic) |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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