Articulating Outdoor Risky Play in Early Childhood Education: Voices of Forest and Nature School Practitioners

Autor/inn/en	Harper, Nevin J.; Obee, Patricia
Titel	Articulating Outdoor Risky Play in Early Childhood Education: Voices of Forest and Nature School Practitioners
Quelle	In: Journal of Adventure Education and Outdoor Learning, 21 (2021) 2, S.184-194 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harper, Nevin J.) ORCID (Obee, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2020.1784766
Schlagwörter	Play; Outdoor Education; Child Development; Early Childhood Education; Natural Resources; Risk; Teacher Attitudes; Early Childhood Teachers; Teaching Methods; Foreign Countries; Injuries; Mental Health; Physical Health; Learning Processes; School Policy; Creative Teaching; Canada + Suchen Sie Ihr Suchwort? Spiel; Freiluftunterricht; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Natural Ressource; Natürliche Ressource; Risiko; Lehrerverhalten; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Psychohygiene; Gesundheitszustand; Learning process; Lernprozess; Schulpolitik; Creative thinking; Teaching; Kreatives Denken; Unterricht; Kanada
Abstract	Outdoor risky play provides developmental and health benefits for children, such as risk-assessment skills, increased physical activity and well-being and promoting social competencies and resilience. Modern Western society is highly risk-averse and many children are protected from risks more commonly experienced by previous generations. Forest and nature schools (FS) are one approach encouraging unstructured outdoor play in natural environments including the inherent risks; falling, cuts and bruises, sun exposure, etc. Ten early childhood education FS practitioners were interviewed to explore their articulation of outdoor risky play, pedagogical practices pertaining to risk and how they navigate tensions between regulatory policies and idealized practice. This research serves to bring practitioners' voices to the literature on how the risk associated with outdoor play is being defined, rationalized, and enacted in FS programs. Findings from this study inform recommendations for practice and further inquiry into risky play and its benefits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01