Active engagement, emotional impact and changes in practice arising from a residential field trip

Gilbert, Louise and Rose, Janet and Palmer, Sally and Fuller, Mary (2013) Active engagement, emotional impact and changes in practice arising from a residential field trip. International Journal of Early Years Education, 21 (1). pp. 22-38. ISSN 0966-9760

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Abstract

This study focused on the learning experiences of 50 undergraduate students undertaking a residential field trip (RFT) to Sweden as part of their Early Childhood Studies degree. Three dimensions were examined: the physical and emotional value afforded to the students from the active learning context; how this was interpreted and reflected in their knowledge, understanding and personal practice once they had left university; and the influence of factors such as age, and professional status on students' practice. The methodology was interpretive, and both deductive and inductive approaches were employed to analyse qualitative, narrative data sets derived from semi-structured questionnaires, interviews and written essays. The findings suggested that the physiological effects of hands on engagement influenced both the students' perceptions of the learning experience and their confidence to become agents of change. Subsequent changes directly attributed to the RFT experience, involved the re-evaluation of both the stereotypical pedagogic role and the way in which they related to children; students re-conceptualised their practices to reflect a more child-centred approach and increased their use of outdoor play and sustainable resources. The RFT was a catalyst that promoted empowerment, and informed both personal and professional transformations.

Item Type: Article
Article Type: Article
Uncontrolled Keywords: Early childhood education, research; adults learning; early years professional development; physiology of physicality; residential field trip; transformational empowerment
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Schools and Research Institutes > School of Education > Early Years and Education Studies
Research Priority Areas: Learning and Professional Contexts
Depositing User: Susan Turner
Date Deposited: 04 Mar 2015 12:12
Last Modified: 26 Oct 2015 16:28
URI: http://eprints.glos.ac.uk/id/eprint/1982

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