Here’s a recent update from Natural England by way of relevant evidence and reports, policy agenda developments, large scale delivery sector initiatives, resources and news items from the UK and abroad, with a focus on schools, education and learning. This supports the Strategic Research Network for People and Nature to develop better coherence and collaboration in research and to improve links between research, policy and practice in these areas.
Young families and children in gentrifying neighbourhoods: How gentrification reshapes use and perception of green play spaces
Oscilowicz et al – International Journal of Justice and sustainability
Case studies conducted in two neighborhoods in Barcelona found differences in the impact of gentrification on the use and perception of green play spaces. A more negative impact was reported by parents in the neighborhood at a later stage of gentrification. This research indicates how gentrification may offer short-term benefits yet lead to long-term losses, especially for socially vulnerable families.
Everyday childhood nature experiences in an era of urbanisation: an analysis of Dutch children’s drawings of their favourite place to play outdoors
BF van Heel, RJG van den Born, MNC Aarts – Children’s Geographies
This paper examines children’s experiences in, and perception of, nature in their day-to-day context. To this end, 1532 Dutch school children’s drawings of their favourite place for playing outdoors were analysed, including the elements that they indicated in their drawings as nature. The study shows that for Dutch children, these favourite places are often playgrounds in built environments and that, in order to counter this decrease in direct dayto-day childhood nature experiences, provision should be made for more natural areas in which children can play without adult supervision.
Urban children and adolescents’ perspectives on the importance of nature
RJ Keith, LM Given, JM Martin, DF Hochuli – Environmental Education Research
In this study, we asked over 1000 Australian students (aged 8–14) to explain why ‘nature’ was—or was not—important to them. Qualitative responses were gathered via a survey methodology using an online questionnaire, with thematic analysis used to identify key findings. Results show that respondents valued nature for its ability to keep humans alive and resourced, also appreciating nature as beautiful and relaxing. Respondents frequently commented on how nature made them feel: happiness, love, freedom, and calm featured prominently. A small number of students reported ambivalence about nature, or even feelings of fear. These results demonstrate substantial depth to students’ understandings of nature and the ways they choose to engage with their surroundings.
Learning Language Outside: Reflections on Outdoor Learning during a Pandemic
DC Schultz – Language Association Journal
This article is a reflection on world language teachers’ experience teaching language outside during the pandemic. It explores the developing pedagogical toolkit and learning experiences of outdoor language learning programs, while reviewing the relevant research and literature on the topic.
Green Schools: An Examination of Practices and Possibilities in Alabama
N Bourke, K Simmons, M Ousley – Interdisciplinary Journal of Environmental and Science Education
reen schools are schools that reduce environmental effects, improve the health and performance of students, and increase sustainability literacy. Green schools reinforce optimal learning aligned with resource efficiency and minimal pollution. This study implemented a descriptive survey research design to assess the extent to which green school practices are being applied in a three-county region of central Alabama. Survey results revealed inconsistent availability of green school practices at participating schools. Survey implications point to a need for more focused emphasis on green school practices and collaboration between schools, school faculties, and local education agencies.
Evaluation of the Web-Based OutsidePlay-ECE Intervention to Influence Early Childhood Educators’ Attitudes and Supportive Behaviors Toward Outdoor Play: Randomized Controlled Trial
M Brussoni et al – Journal of Medical Internet Research
The results of this randomized controlled trial demonstrated that the OutsidePlay-ECE intervention was effective and had a sustained effect in increasing ECEs’ and administrators’ tolerance of risk in play. It was not effective in increasing goal attainment.
Unfamiliar Landscapes: Young People and Diverse Outdoor Experiences
Edited by Smith et al – Book
- Explores how young people are introduced to ‘unfamiliar landscapes’
- Explains how ‘unfamiliarity’ is encountered, experienced and constructed
- Reflects on presupposed relationships between young people and landscapes
Play Preferences of Preschoolers According to the Design of Outdoor Play Areas
S Cetken-Aktas, S Sevimli-Celik – Early Childhood Education Journal
The aim of this study was to examine the design features of six outdoor play areas and the play preferences of children using these areas. It was indicated that manufactured fixed equipment primarily dominated the observed play areas and play types of children. Functional/parallel play was the most commonly observed play type within areas with manufactured fixed equipment. However, different cognitive and social play types were observed in areas that included natural elements, open area, and loose materials.
Play and STEM Education in the Early Years: international policies and practice
Edited by Dale et al – Book
- Discusses aspects of STEM inherent in play in the early years
- Includes international perspectives of the important role of play in child development
- Describes differing policy and cultural practices promoting play
Play, Learn, and Teach Outdoors—Network (PLaTO-Net): terminology, taxonomy, and ontology
EY Lee et al – International Journal of Behavioural Nutrition and Physical Activity
A recent dialogue in the field of play, learn, and teach outdoors (referred to as “PLaTO” hereafter) demonstrated the need for developing harmonized and consensus-based terminology, taxonomy, and ontology for PLaTO. This is important as the field evolves and diversifies in its approaches, contents, and contexts over time and in different countries, cultures, and settings. Within this paper, we report the systematic and iterative processes undertaken to achieve this objective, which has built on the creation of the global PLaTO-Network (PLaTO-Net)