Understanding Educational Care Farms as Outdoor Learning Interventions for Children Who Have Dropped out of School in the Netherlands

Autor/inn/en	Veen, Esther J.; Pijpker, Roald; Hassink, Jan
Titel	Understanding Educational Care Farms as Outdoor Learning Interventions for Children Who Have Dropped out of School in the Netherlands
Quelle	In: Journal of Adventure Education and Outdoor Learning, 23 (2023) 3, S.323-339 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pijpker, Roald)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2021.2011340
Schlagwörter	Foreign Countries; Agriculture; Outdoor Education; Dropouts; Intervention; Children; Adolescents; Small Group Instruction; Individualized Instruction; Executive Function; Social Development; Emotional Development; Freedom; Inclusion; Peer Acceptance; Outcomes of Education; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Landwirtschaft; Freiluftunterricht; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Individualisierender Unterricht; Soziale Entwicklung; Gefühlsbildung; Freiheit; Inklusion; Lernleistung; Schulerfolg; Niederlande
Abstract	When children drop out of school, either temporarily or permanently, this poses a significant problem for both children and society. In the Netherlands, care farms offering care-education programs for school dropouts are emerging. While there is evidence for their effectiveness, models explaining how such outdoor interventions may facilitate positive developments of children and their return to school are lacking. Using the generic Context-Intervention-Mechanisms-Outcome Model as an overarching deductive frame, this study inductively examines how care-educational programs facilitate the positive development of children who have dropped out of school. Focusing on nine educational care farms, we conducted observations and interviews with children, parents, teachers, and farmers. We conclude that the outdoor learning intervention in combination with the underlying farm context enables children to enjoy rest, freedom, tailored education, and a feeling of acceptance. These mechanisms support children to develop themselves, particularly regarding their socio-environmental functioning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01