Here’s the latest 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.

View of Primary school teachers’ perceptions of out of school learning within science education
AC Henriksson – environment
This  article  examines  what  key  aspects  primary  teachers  highlight  when  they describe their use of out of school learning in the science subjects. Compared to earlier research in the area the results highlight the importance of clear learning aims for the outdoor sequence. The results show that teachers view outdoor education as an opportunity to study nature “for real”, which, according to teachers, increases the  interest of  the  children.  As  aspects  that  obstruct  outdoor  teaching,  teachers   mainly   describe   different   organizational-economic   aspects.   In   their   description  of  the  learning  content  in  the  outdoor  education,  teachers  mainly  talk  about  the  students’  interest  (affective  motivations)  and  the  concrete  activity  or  act  (process-oriented  motivations). 

The Impact of Time Spent in Natural Outdoor Spaces on Children’s Language, Communication and Social Skills: A Systematic Review Protocol
Scott et al – International Journal of Environmental Research and Public Health
The current review will aim to synthesise existing qualitative and quantitative evidence of the impact of time spent in natural outdoor spaces on the language, communication and social skills of 2–11-year-old children. Literature will be searched across seven databases and considered for inclusion against inclusion and exclusion criteria. Potential implications of the review include informing public health practice and policy for child development and education, informing priorities for speech, language, and communication interventions, and providing directions for future international research

Contributions to sustainability through young children’s nature play: A systematic review.
Ernst et al. – Sustainability
The 32 studies included in this systematic review of the literature reported a total of 98 positive child development outcomes of nature play, with the most frequently reported outcomes relating to connection to nature, care of nature, self-confidence, and self-regulation. When these outcomes were mapped onto desired outcomes of early childhood education for sustainability, nature play was determined to be a valid contributor to sustainability.

Nature Intelligence in Youth Work: a theoretical and practical framework
F Beute, T Albers, A van den Berg – Erasmus project output
This practice brief was developed as part of the Erasmus+ project Nature Intelligence. It gives a summary of the content of the Theoretical Framework1 and the Manual for youth workers Other outputs of the project are a self-assessment questionnaire to measure one’s own Nature Intelligence profile, a self-directed online training course and a youth worker training curriculum

Applying behaviour analysis to team-building in outdoor learning
R Owen, S Priest, A Kotze – Journal of Adventure Education and Outdoor Learning
This conceptual article examines the role of team-building in outdoor learning, reviews group development theory in relation to teamwork, and outlines the Behaviour Analysis model as a tool to facilitate team-building. Working with this foundation, the theory and model are combined with discussion about team, leader, and facilitator behaviours at each stage of group development. The applications are valid for all clientele in all outdoor settings.

Where’s the E in OE? The McDonaldization of Irish outdoor education
J Pierce, S Beames – Journal of Adventure Education and Outdoor Learning
This paper presents key findings from a study that aimed to critically examine the practice of outdoor education in the Republic of Ireland. Considering the dearth of outdoor education research in Ireland, McDonaldization provided a lens through which it was possible to more deeply understand how rationalisation has affected Irish public outdoor education practices. The discussion explores practices inconsistent with the stated Irish definitions of public outdoor education and the paper concludes with suggestions as to how the McDonaldization of outdoor education may be countered.

The Relationship between the Quality of Kindergartens’ Outdoor Physical Environment and Preschoolers’ Social Functioning
M Moreira, R Cordovil, F Lopes, BMS Da Silva, G Veiga – Education Sciences
In this study, we examine the relationship between the quality of kindergartens’ outdoor physical environment and preschoolers’ social functioning.Our results showed that in the higher quality outdoor area, children spent less time alone and more time in social proximitywith their peers in smaller groups (one or two children). More time was also spent in social proximity with different genders

Leave a Reply

Your email address will not be published. Required fields are marked *

Post comment