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  • Book
  • Open Access
  • © 2021

Outdoor Learning and Play

Pedagogical Practices and Children's Cultural Formation

  • Outlines how nature forms a part of children’s cultural formation

  • Contains research material from Australia, Brazil, China, Poland, Norway and Wales

  • Presents various conditions for children’s cultural formation outside regular school approaches

  • This book is open access, which means that you have free and unlimited access

Buying options

Softcover Book USD 49.99
Price excludes VAT (USA)
Hardcover Book USD 59.99
Price excludes VAT (USA)

Table of contents (12 chapters)

  1. Front Matter

    Pages i-xv
  2. Outdoors and Nature in Pedagogical Practices and in Cultural Historical Theory

    • Liv Torunn Grindheim, Hanne Værum Sørensen, Angela Rekers
    Pages 1-21
  3. Toddlers’ Outdoor Play, Imagination and Cultural Formation

    • Avis Ridgway, Gloria Quiñones, Liang Li
    Pages 23-42
  4. Providing Outdoor Experiences for Infants and Toddlers: Pedagogical Possibilities and Challenges from a Brazilian Early Childhood Education Centre Case Study

    • Natália Meireles Santos da Costa, Maria Clotilde Rossetti-Ferreira, Ana Maria de Araujo Mello
    Pages 43-59
  5. Curious Curiosity – Reflections on How Early Childhood Lecturers Perceive Children’s Curiosity

    • Marianne Presthus Heggen, Anne Myklebust Lynngård
    Pages 183-201
  6. Correction to: Outdoor Learning and Play

    • Liv Torunn Grindheim, Hanne Værum Sørensen, Angela Rekers
    Pages C1-C1

About this book


This Open Access book examines children’s participation in dialectical reciprocity with place-based institutional practices by presenting empirical research from Australia, Brazil, China, Poland, Norway and Wales. Underpinned by cultural-historical theory, the analysis reveals how outdoors and nature form unique conditions for children's play, formal and informal learning and cultural formation. The analysis also surfaces how inequalities exist in societies and communities, which often limit and constrain families' and children's access to and participation in outdoor spaces and nature. The findings highlight how institutional practices are shaped by pedagogical content, teachers' training, institutional regulations and societal perceptions of nature, children and suitable, sustainable education for young children. Due to crises, such as climate change and the recent pandemic, specific focus on the outdoors and nature in cultural formation is timely for the cultural-historical theoretical tradition. In doing so, the book provides empirical and theoretical support for policy makers, researchers, educators and families to enhance, increase and sustain outdoor and nature education.


Keywords

  • Open Access
  • benefits of outdoor activities for young children
  • children’s health, well-being, learning and development
  • development of pedagogical practices
  • cultural formation at a personal level
  • cultural formation at an institutional level
  • cultural formation at a societal level
  • everyday practices of interactions between children and parents
  • three- and four-year-old’s play activities
  • children’s exploration
  • outdoor play and learning in Australia
  • outdoor play and learning in Denmark
  • outdoor play and learning in China
  • outdoor play and learning in England
  • outdoor play and learning in Norway
  • outdoor play and learning in Poland
  • Place-based learning and play

Editors and Affiliations

  • KINDknow Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures, Western Norway University of Applied Sciences, Bergen, Norway

    Liv Torunn Grindheim

  • VIA University College, Aarhus, Denmark

    Hanne Værum Sørensen

  • Institute of Education and Humanities, University of Wales Trinity Saint David, Carmarthen, UK

    Angela Rekers

About the editors

Liv Torunn Grindheim is a Professor in Early Childhood Pedagogy at Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures, at Western Norway University of Applied Sciences. She received her PhD in social studies of childhood from Norwegian centre for child research, Norwegian University of Science and Technology/Norway. Her research interests are play, conditions for children’s exploration, cultural formation, children as citizens and sustainability in ECE. Her research has been published in Journals such as Contemporary Issues in Early Childhood, and European Early Childhood Education Research Journal. She has also published chapters in scientific anthologies at Springer and Brill.   

Hanne Værum Sørensen is an associate professor at VIA University College, Aarhus. She holds a MA in Child Psychology and a BA in Social Education. Her research interests focus on conditions for children’s outdoor playtime, children’s explorative activities, and children’s readiness for school. She is an experienced teacher in early childhood teacher education in Denmark since 2001, and in Norway, where she has four years of experience from doing research and teaching within the area of ECE education. Hanne has published articles in Danish, Nordic and International Journals as well as book chapters in Danish, English and Norwegian. 

Angela Rekers, PhD, is a lecturer on Health, Social and Childhood Studies at Neath Port Talbot Colleges Group, Wales. Angela holds an MSc in Environmental Education for Sustainability and has worked in the field of experiential and outdoor learning for 20 years. Her research interests include education for social and ecological justice, multimodal literacies, inclusive participation and inclusive research methodologies. 


Bibliographic Information

  • Book Title: Outdoor Learning and Play

  • Book Subtitle: Pedagogical Practices and Children's Cultural Formation

  • Editors: Liv Torunn Grindheim, Hanne Værum Sørensen, Angela Rekers

  • Series Title: International Perspectives on Early Childhood Education and Development

  • DOI: https://doi.org/10.1007/978-3-030-72595-2

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2021

  • License: CC BY

  • Hardcover ISBN: 978-3-030-72594-5Published: 21 July 2021

  • Softcover ISBN: 978-3-030-72597-6Published: 21 July 2021

  • eBook ISBN: 978-3-030-72595-2Published: 20 July 2021

  • Series ISSN: 2468-8746

  • Series E-ISSN: 2468-8754

  • Edition Number: 1

  • Number of Pages: XV, 201

  • Number of Illustrations: 15 b/w illustrations, 22 illustrations in colour

  • Topics: Early Childhood Education, International and Comparative Education, Education

Buying options

Softcover Book USD 49.99
Price excludes VAT (USA)
Hardcover Book USD 59.99
Price excludes VAT (USA)