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dc.contributor.advisorLivingston, Margareten_US
dc.contributor.authorDarnell, Beth W.*
dc.creatorDarnell, Beth W.en_US
dc.date.accessioned2013-04-03T13:37:10Z
dc.date.available2013-04-03T13:37:10Z
dc.date.issued2003en_US
dc.identifier.urihttp://hdl.handle.net/10150/278803
dc.description.abstractVegetation 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.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © 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.en_US
dc.subjectLandscape Architecture.en_US
dc.subjectEducation, Early Childhood.en_US
dc.titleAssessing the potential play value of vegetation in the outdoor environments of NAEYC-accredited preschool programs in Tucson, Arizonaen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1414227en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineArchitecture, Planning and Landscape Architectureen_US
thesis.degree.nameM.L.A.en_US
dc.identifier.bibrecord.b4441948xen_US
refterms.dateFOA2018-08-27T16:45:41Z
html.description.abstractVegetation 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.


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