Stephanie Shine
Biographic Data
| ID | 4085833 |
|---|---|
| NAME | Stephanie Shine |
| GIVEN NAMES | Stephanie |
| FAMILY NAME | Shine |
| SIGNATURE | SHINE S |
| AFFILIATIONS | Texas Tech University |
| ORCID | 0000-0003-0454-7030 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Rethinking Traditional Playgrounds
Traditional playground settings are often less effective in fostering STEAM (Science, Technology, Engineering, Arts, and Mathematics)-related activities, as fixed play structures tend to restrict the diversity of play behaviors and inhibit children’s ability to engage in self-directed, imaginative exploration. Using a research-through-design methodology, this study investigated how playground design (temporary landscape interventions) influences …
The Role of Landscape Elements in Outdoor Learning Environment Design to Facilitate STEAM Learning in Early Years
Children learn from their surroundings during the early years, and a diverse natural environment inherently affords informal STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning behaviors. Engaging in STEAM activities helps young minds not only appreciate and understand their environment but also enhances curiosity, questioning, exploration, discussion, investigation, reflection, and the formation of ideas and theories. Postul…
How Do Nature-Based Outdoor Learning Environments Affect Preschoolers’ STEAM Concept Formation? A Scoping Review
This scoping review examined the impact of nature-based outdoor learning environments on the formation of STEAM (science, technology, engineering, arts, and mathematics) concepts in preschoolers. Preschool age (3–5 years) is the time when physical interaction with surrounding built environments increases, and spontaneous learning from the environment intensifies—making it an ideal age range to promote nature-based informal learning. An outdoor le…
The Role of Genre in Preschoolers’ Response to Picture Books
Studies five preschoolers’ response to four genres of picture books: fantasy, realistic, poetic, and information. Finds (1) distinct patterns of response for each genre; and (2) personal associations to the characters, events, images, and topics seemed to form the basis for interpretation
Infant Child Care and Compliance in the Second Year
The present study was designed to examine the relation between infant care and compliance in toddlers in a short‐term longitudinal sample. This study also attempted to investigate mother and child moderators of this relationship. Sixty mothers participated when their toddlers were 14 months old, and 52 at 18 months. By 12 months, 20 infants had experienced full‐time child care, 20 part‐time child care, and 20 exclusive mother care. At both times,…
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The Role of Genre in Preschoolers’ Response to Picture Books
Studies five preschoolers’ response to four genres of picture books: fantasy, realistic, poetic, and information. Finds (1) distinct patterns of response for each genre; and (2) personal associations to the characters, events, images, and topics seemed to form the basis for interpretation
Infant Child Care and Compliance in the Second Year
The present study was designed to examine the relation between infant care and compliance in toddlers in a short‐term longitudinal sample. This study also attempted to investigate mother and child moderators of this relationship. Sixty mothers participated when their toddlers were 14 months old, and 52 at 18 months. By 12 months, 20 infants had experienced full‐time child care, 20 part‐time child care, and 20 exclusive mother care. At both times,…
How Do Nature-Based Outdoor Learning Environments Affect Preschoolers’ STEAM Concept Formation? A Scoping Review
This scoping review examined the impact of nature-based outdoor learning environments on the formation of STEAM (science, technology, engineering, arts, and mathematics) concepts in preschoolers. Preschool age (3–5 years) is the time when physical interaction with surrounding built environments increases, and spontaneous learning from the environment intensifies—making it an ideal age range to promote nature-based informal learning. An outdoor le…
Rethinking Traditional Playgrounds
Traditional playground settings are often less effective in fostering STEAM (Science, Technology, Engineering, Arts, and Mathematics)-related activities, as fixed play structures tend to restrict the diversity of play behaviors and inhibit children’s ability to engage in self-directed, imaginative exploration. Using a research-through-design methodology, this study investigated how playground design (temporary landscape interventions) influences …
The Role of Landscape Elements in Outdoor Learning Environment Design to Facilitate STEAM Learning in Early Years
Children learn from their surroundings during the early years, and a diverse natural environment inherently affords informal STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning behaviors. Engaging in STEAM activities helps young minds not only appreciate and understand their environment but also enhances curiosity, questioning, exploration, discussion, investigation, reflection, and the formation of ideas and theories. Postul…
Psychology (4 works) · Developmental psychology (3 works) · Educational Environments and Student Outcomes (2 works) · Pedagogy (2 works) · Affordance (1 work) · Art (1 work) · Attachment and Relationship Dynamics (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Child care (1 work) · Child Development and Digital Technology (1 work)