图书简介
There has been a growing academic interest in the role of outdoor spaces for play in a child’s development. This text represents a coordinated and comprehensive volume of international research on this subject edited by members of the well-established European Early Childhood Education Research Association Outdoor Play and Learning SIG (OPAL). Chapters written by authors from Europe, North and South America, Australasia and Asia Pacific countries are organised into six sections: Theoretical Frameworks and Conceptual Approaches for Understanding Outdoor Play & Learning Critical Reflections on Policy and Regulation in Outdoor Play & Learning Children’s Engagement with Nature, Sustainability and Children’s Geographies Diverse Contexts and Inclusion in Children’s Outdoor Play Environments Methodologies for Researching Outdoor Play and Learning Links Between Research and Practice
IntroductionTim Waller, Eva Ärlemalm-Hagsér, Ellen Beate Hansen Sandseter, Libby Lee-Hammond, Kristi Lekies and Shirley Wyver \\ PART ONE: THEORETICAL FRAMEWORKS & CONCEPTUAL APPROACHESSECTION EDITOR - SHIRLEY WYVER \\ Chapter 1: Theoretical Framework of Developmental Theories of PlayOlivia Saracho \\ Chapter 2: Affordance Theory in Outdoor PlayJane Waters \\ Chapter 3: Technology and Outdoor Play: Concerns and OpportunitiesDoris Bergen \\ Chapter 4: Outdoor Play in Recess TimeRobyn M Holmes & Kristen E Kohm \\ Chapter 5: Outdoor Play and Cognitive DevelopmentShirley Wyver \\ Chapter 6: Forest School for the Early Years in EnglandSara Knight \\ PART TWO: CRITICAL REFLECTIONS ON POLICY & REGULATIONSECTION EDITOR - ELLEN HANSEN SANDSETER \\ Chapter 7: Risk and Safety in Outdoor PlayEllen Beate Hansen Sandseter, Helen Little, David Ball, David Eager and Mariana Brussoni \\ Chapter 8: The Evolution of Policy on Risk Management in Outdoor PlayTim Gill \\ Chapter 9: Outdoor Play Spaces In Canada: As If Children MatteredSusan Herrington, Sara Brunelle, Mariana Brussoni \\ Chapter 10: The Rise of Outdoor Play and Education Issues in Preschools in South KoreaKwi-Ok Nah \\ Chapter 11: Outdoor Play in Latin American Early Childhood and Elementary Schools: A Review of the LiteraturePelusa Orellana & Maria Francisca Valenzuela \\ Chapter 12: How to Revitalize American PlaygroundsSusan Solomon \\ PART THREE: CHILDREN’S ENGAGEMENT WITH NATURE, SUSTAINABILITY & CHILDREN’S GEOGRAPHIESSECTION EDITOR - EVA ARLEMALM-HAGSER \\ Chapter 13: Early Childhood Education for Sustainability. The Relationship Between Young Children’s Participation and Agency – Children and NatureEva Ärlemalm-Hagsér & Anette Sandberg \\ Chapter 14: Considering Children’s Opportunities for Exploration of Their Local Environment and Engagement with NatureSarah MacQuarrie, Clare Nugent \\ Chapter 15: Nature Preschools in Denmark, Sweden, Germany and Norway: Characteristics and DifferencesOlav Lysklett \\ Chapter 16: Places for Symbolic Play in Nature EnvironmentsEva Änggård \\ Chapter 17: Assessing Free Play Behavior in Urban Play SpacesAntje Luchs \\ Chapter 18: Nature Pedagogy – An Exploration of the Storied Narratives Which Illustrate Its Application Across Spaces Inside, Outside And BeyondClaire Warden \\ Chapter 19: An Australian Perspective: Seeking Sustainability in Early Childhood Outdoor PlayspacesSue Elliott \\ PART FOUR: DIVERSE CONTEXTS & INCLUSION IN CHILDREN’S OUTDOOR PLAY ENVIRONMENTSSECTION EDITOR - LIBBY LEE-HAMMOND \\ Chapter 20: Belonging in Nature: Spirituality, Indigenous Cultures and BiophiliaLibby Lee-Hammond \\ Chapter 21: Along Paths of Movement: Sámi Children and Early Childhood Student Teachers as WayfarersYlva Jannok Nutti \\ Chapter 22: Gender Issues in Outdoor PlayFeyza Tantekin Erden, Zisan Guner Alpaslan \\ Chapter 23: Outdoor play and Learning in the Landscape of Children’s RightsTheresa Casey \\ Chapter 24: Multilingual Development and Outdoor PlayGeorgianna Duarte, Greta Freeman \\ Chapter 25: Thinking with Land/Working with Elders: Accessing Indigenous Knowledges in Early Childhood Education Through Outdoor ExperiencesMary Caroline Rowan \\ Chapter 26: \"Men and Women in Outdoor Play – The Gender Perspective\"Bernhard Koch, Kari Emilsen \\ PART FIVE: METHODOLOGIES FOR RESEARCHING OUTDOOR PLAY & LEARNINGSECTION EDITOR - TIM WALLER \\ Chapter 27: Participatory Research with Very Young ChildrenAngeliki Bitou, Tim Waller \\ Chapter 28: Developing the Pedagogic Method Narrative JourneyPhilip Waters \\ Chapter 29: Take Two: Using Video as an Analysis Tool for Outdoor PlayNatalie Canning \\ Chapter 30: The Importance of Randomised Control Trials as an Evidence BaseShirley Wyver \\ Chapter 31: Indigenous Methodologies in Education Research: Case Study of Children’s Play in Solomon IslandsLibby Lee-Hammond, Yeshe Colliver \\ Chapter 32: “Naturalizar Educativamente”: The Chilean Quest for Introducing Outdoor Learning and Play in Early Childhood EducationJosefina Prieto \\ Chapter 33: Indigenising Outdoor Play in New ZealandDr Amanda Bateman, Professor Margie Hohepa, Tim Bennet \\ PART SIX: LINKS BETWEEN RESEARCH & PRACTICESECTION EDITOR - KRISTI LEKIES \\ Chapter 34: Investigating Children’s Collecting Behavior OutdoorsKristi Lekies, Thomas Beery, Jed Brensinger \\ Chapter 35: Enhancing the Outdoor Learning Spaces for Pre-Primary Classes in Western EthiopiaDr Valerie Huggins \\ Chapter 36: Outdoor Play and Learning in Preschools in South AfricaJudy Van Heerden, Marie Botha \\ Chapter 37: Early Childhood Teachers’ (Pre- and Compulsory School Teachers) Use of the Outdoor Environment in Children’s Learning About Living BeingsKristín Norðdahl, Jóhanna Einarsdóttir and Gunnhildur Óskarsdóttir \\ Chapter 38: Storied Landscapes: Children’s Experiences and The ‘Sense’ of PlaceKari Jorgensen \\ Chapter 39: The Magic of Outdoor Play: A Phenomenological Hermeneutic ApproachMerete Lund Fasting \\ Chapter 40: What Children Are Learning During Outdoor Play Activities? Examining the Free Play ActivitiesSachiko Kitano
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