Peer-reviewed researchWeekly research brief
Affordances in motion: beach-school pedagogy, materials and atmospheres in early childhood education
This study presents the beach as a setting for sensory, open-ended play with seaweed, stones, ash and sound, valuing learning encounters that resist predetermined outcomes.
What's new
Using photo-elicitation with young children and follow-up conversations with early years educators, this study examines children's beach encounters; a GoPro camera was used as a research tool. Drawing on affordance theory and the idea of assemblage, it describes the beach as an environment in process that affords sensory, affective and open-ended play. Children's engagements with seaweed, ash, stones and soundscapes are presented as valuable learning encounters, and the paper argues for more situated, affective and ecologically responsive early childhood pedagogy.
Why it matters in Aotearoa
With coastline within reach of many communities, beach sessions are a natural option for early childhood services in Aotearoa. The paper supports valuing open-ended play there alongside planned outcomes.
Putting it into practice
On beach visits, plan time for unstructured exploration with natural materials and invite children to photograph what interests them, then use the photos to talk with children about their experiences.
How strong is the evidence
A theoretically driven qualitative study; the abstract does not state the sample size or location, and the findings are interpretive descriptions of children's engagement.
What to read
The sections describing children's encounters with seaweed, ash, stones and soundscapes are the most practice-relevant; the theory sections suit researchers.