What's new

This article analyses a single case of teacher–child interactions on an everyday bush walk in a New Zealand early childhood setting. It combines the Leuven wellbeing scale with conversation analysis. It explores how the teacher and four-year-old children paid attention to features of the environment in ways that encouraged risk-taking and built resilience through problem solving. The authors suggest that this shared, collaborative activity may be a form of 'physical sustained shared thinking' that supports wellbeing.

Why it matters in Aotearoa

It gives early childhood teachers in Aotearoa a detailed picture of how everyday bush walks can support wellbeing and resilience. It also discusses what this means for putting early childhood curricula into practice.

Putting it into practice

On bush walks, point out natural challenges to children, such as features to climb or cross, and work through the problem together with them. Avoid either solving it for them or leaving them to manage alone.

How strong is the evidence

This is a single case analysis of interactions. It gives rich detail on process but cannot be generalised to other settings.

What to read

The analysis of the teacher–child interactions and the section on implications for practice.

Who it's for