Here’s an 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.
Impact of urban schoolyard play zone diversity and nature-based design features on unstructured recess play behaviors
MA Raney, E Daniel, N Jack – Landscape and Urban Planning
- Recess play preferences of urban schoolchildren differ according to age and gender.
- Not all green schoolyard renovations address the wellbeing of all students.
- Physical activity and prosocial interactions depend on creativity and risk affordance.
- Schoolyards should be designed to divide nature spaces and challenge motor skills.
The role of education and schools
H Prince – Chapter in Routledge Handbook of Rewilding
Teaching and learning in natural spaces and places linked to the formal curriculum provides memorably relevant learning and authentic, contextualised opportunities to extend classroom-based education. Following a nature-led, human-enabled approach, teachers can facilitate innovative and imaginative approaches to learning in natural environments to foster children’s curiosity and enjoyment.
The Influence of Project-Based Outdoor Learning Activities on Children’s Independence Development
RN Abdurakhman, AI Lawej, N Herlina – International Journal of Educational Qualitative Quantitative Research
The purpose of this study was to statistically analyze the effect of project-based outdoor learning activities on children’s independent development. It shows that using the outdoor learning method for children’s developing independence is more significant than before when only using the method of conversing in class. Significantly, project-based outdoor learning affects the growth and development of children’s independence aged 5-6 years
School-based outdoor education: a neglected practice at secondary level
Ç Nikbay Arslantaş, B Bavlı – Journal of Adventure Education and Outdoor Learning
This is an international study in which 125 secondary-level students from different European countries came together and were exposed to outdoor education. The purpose was to investigate the impact level of outdoor activities on the students’ success rates and explore how they perceived their experiences in outdoors. The analysis of the data gathered from pre- and post-tests and semi-structured in-depth interviews showed outdoor education could complement indoor teaching, clarify abstract theoretical points, expand content knowledge and raise test scores of the students. At the same time, with its motivating nature, outdoor learning helped the participants get ready for learning and use their higher order thinking skills, form good relationships with others, communicate and cooperate and build high levels of self-efficacy.
Children and Nature Network Research Digest
Benefits of Green Schoolyards and outdoor learning
A selection of Research Digests from the past few years that feature compelling evidence for green schoolyards and outdoor learning
Child, place, and others: interactions that support outdoor learning
S Waite, H Prince – Journal of Adventure Education and Outdoor Learning
When we planned this special edition, we wanted to encourage articles that would provide insight into what occurred within the processes of various forms of outdoor learning, shining a light on the complex interactions between the child, the context and others in mediating experiences and learning. We would like to thank all those who submitted articles for consideration and the reviewers of their papers for their help in constructing this examination of interactions between child, place, and others.