The Perceived Benefits of and Barriers to Nature-Based Play and Learning in South Australian Public Primary Schools: A Cross-Sectional Study

Autor/inn/en	Miller, Nicole; Kumar, Saravana; Pearce, Karma L.; Baldock, Katherine L.
Titel	The Perceived Benefits of and Barriers to Nature-Based Play and Learning in South Australian Public Primary Schools: A Cross-Sectional Study
Quelle	In: Journal of Adventure Education and Outdoor Learning, 22 (2022) 4, S.342-354 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Nicole) ORCID (Kumar, Saravana) ORCID (Pearce, Karma L.) ORCID (Baldock, Katherine L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2022.2100431
Schlagwörter	Foreign Countries; Outdoor Education; Elementary School Teachers; Natural Resources; Play; Barriers; Mental Health; Cognitive Development; Risk; Knowledge Level; Teacher Competencies; Self Efficacy; Curriculum; Institutional Characteristics; Interpersonal Relationship; Well Being; Student Development; Australia + Suchen Sie Ihr Suchwort? Ausland; Freiluftunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Natural Ressource; Natürliche Ressource; Spiel; Psychohygiene; Kognitive Entwicklung; Risiko; Wissensbasis; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Curricula; Lehrplan; Rahmenplan; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Well-being; Wellness; Wohlbefinden; Australien
Abstract	Nature-based play and learning is of increasing interest to primary schools. However, few studies have investigated primary school staffs' views. Therefore, this study aimed to survey school staff about the barriers and benefits of nature-based play and learning. The online cross-sectional survey was completed by 50 respondents each representing a South Australian public primary school. Participants were mostly female (92%), educators (68%), in metropolitan schools (56%). The benefits of nature-based play and learning included 'mental health' (reported by 98% of participants), 'spending time outdoors,' 'connection to nature,' 'cognitive development' and 'risk-taking' (all reported by 96% of participants). The barriers included 'teacher knowledge and/or confidence' (68%) and 'crowded curriculum' (64%). No significant associations were identified between school characteristics and benefits and barriers of nature-based play and learning. The findings suggest that while nature-based play and learning within primary schools offers promise, barriers to uptake exist. Thus, enabling strategies should underpin implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01