Children’s wellness: outdoor learning during Covid-19 in Canada

Burke, Anne; Moore, Sylvia; Molyneux, Laura; Lawlor, Ayla; Kottwitz, Terri; Yurich, Ginny; Sanson, Renee; Andersen, Ola; Card, Breanne

doi:10.26203/p99r-0934

Cited by 9 publications

(12 citation statements)

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“…Moreover, educators play a pivotal role in effective SEL implementation (Beets et al, 2008 ; Low et al, 2016 ), so researchers and program developers are endeavouring to identify key strategies and practices that support SEL and can be delivered easily and in any context (Jones et al, 2017 ). Given the recognized benefits of OL for students’ social and emotional development (Becker et al, 2017 ; Burke et al, 2021 ; Kuo et al, 2019 ; Lohr et al, 2020 ; Mann et al, 2021 , 2022 ; Marchant et al, 2019 ; Mygind et al, 2019 ) including those discussed by educators in this study, OL presents as a promising strategy for SEL promotion that will allow for more flexible delivery.…”

Section: Taking Social and Emotional Learning Outsidementioning

confidence: 85%

“…Furthermore, a recent systematic review of reported outcomes from 13 studies of school-based outdoor education programs revealed benefits across social, health, and learning domains (Becker et al, 2017 ). Outdoor learning has also garnered favourable attention during the COVID-19 pandemic as a strategy to increase physical distancing and reduce transmission of the SARS-COV-2 among school-aged children (Thampi et al, 2021 ), while supporting their mental and physical health (Burke et al, 2021 ).…”

Section: Outdoor Learning: a Promising Context To Promote Children’s ...mentioning

confidence: 99%

“…In their cross-sectional survey of 50 South Australian educators, respondents reported many social and emotional benefits of OL including mental health (98%), well-being (90%), social development (90%), and emotional development (88%) (Miller et al, 2022 ). Clearly, social and emotional development is emerging as a perceived benefit of OL (Becker et al, 2017 ; Burke et al, 2021 ; Kuo et al, 2019 ; Mann et al, 2021 , 2022 ; Marchant et al, 2019 ; Miller et al, 2022 ; Mygind et al, 2019 ) but more research is needed to understand if and how primary school educators perceive OL as promoting students’ healthy social and emotional development (Miller et al, 2022 ). Much of the research conducted thus far has explored the benefits of OL through the lens of science or environmental education (e.g., Detweiller et al, 2015 ), or physical education and fitness (Pagels et al, 2014 ).…”

Section: Promoting the Process Of Social And Emotional Learning Outdoorsmentioning

confidence: 99%

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Choose Your Own Adventure: Promoting Social and Emotional Development Through Outdoor Learning

Molyneux

Zeni

Oberle

2022

Early Childhood Educ J

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Primary school (i.e., Kindergarten to Grade 3) educators typically support students’ social and emotional learning (SEL) through targeted lessons delivered in the classroom; however, integrating SEL strategies into other subject areas both within and outside the classroom context can expand their ability to support students’ SEL. Research suggests that outdoor learning (OL) can help promote students’ social and emotional development. Thus, this study explored qualitative data generated through focus group interviews with 36 Canadian primary school educators who implemented OL to understand their perspectives on the benefits of OL for primary school students, including whether SEL promotion was perceived as a key benefit. Most of the themes generated through thematic analysis pertained to students’ social and emotional development and aligned with SEL competencies defined in a dominant SEL framework. One overarching theme suggested that educators perceived the emergent, unstructured nature of OL as driving the SEL-related benefits. Findings suggest that educators can leverage the OL context to help integrate SEL more deeply into their teaching practice.

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Section: Taking Social and Emotional Learning Outsidementioning

confidence: 85%

Section: Outdoor Learning: a Promising Context To Promote Children’s ...mentioning

confidence: 99%

Section: Promoting the Process Of Social And Emotional Learning Outdoorsmentioning

confidence: 99%

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Choose Your Own Adventure: Promoting Social and Emotional Development Through Outdoor Learning

Molyneux

Zeni

Oberle

2022

Early Childhood Educ J

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“…This kind of education has overarching aims to support children through individual experiences (Beery & Jørgensen, 2016), cooperation (Gruno & Gibbons, 2020), collaboration (Spiteri, 2020), communication (Collado et al, 2020), exploration (Silverman & Corneau, 2017), construction (Dennis et al, 2014), and imagination (Cordiano et al, 2019). In addition, there are a variety of activities that can take place in naturebased education, such as using outdoor spaces as learning places (Leea & Bailie, 2019) and including nature as a resource or concept in the regular program (Harwood et al, 2020) in order to raise environmental awareness (Bonnett, 2021), create a bond between nature and children (Gull et al, 2019), protect the environment (Güler Yıldız et al, 2021), or learn with nature even during Covid-19 pandemic (Burke et al, 2021). While aiming for these, children's motor skills, cognitive skills, socio-emotional skills, and language and literacy skills are also supported through a play-based learning approach (Ebbeck et al, 2019).…”

Section: Nature-based Learning For Young Childrenmentioning

confidence: 99%

Nature-Based Learning and Digital Competencies in Early Years Education

GENÇTEN>

AYDEMİR>

Gültekin

2022

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi

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The activities, approaches, and classroom instructions in which technology is at the center gradually increase as a necessity of our world. Through classroom practice, it is aimed that children develop competence and skills from an early age. On the other hand, substantial research has been undertaken on nature-based approaches to children’s learning. However, integrating the benefits of nature-based learning and digital competencies has yet to be understood. The present study seeks to understand and explain this integration and relationship between nature and technology in the early years of education. For this purpose, this study used previous literature as a supporting resource. This review found evidence that the practice of integrating nature-based learning with technology is effective in children’s understanding and development. Therefore, this study can contribute to a better understanding of why and how to integrate these different approaches and should be valuable to practitioners wishing to support children with a well-rounded approach.

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“…Apart from the issue mentioned above, children in this modern era are more prone to spend their time indoors with their electronics due to technological advancement and urbanization. Consequently, the amount of outdoor and nature-based play has diminished because of the growth of electronic activities and games (Burke et al 2021). According to a recent study by Joginder Singh et al (2021), children aged three to five years spent an average of 2.64 hours per day watching television, exceeding the recommendation of the American Academy of Paediatrics, with mobile phones following closely behind.…”

Section: Introductionmentioning

confidence: 99%

The impact of outdoor play on children’s well-being: A scoping review

NE’MATULLAH

Talib

Mee

et al. 2022

MKP

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Outdoor play is a broad term that refers to a wide range of activities in a natural setting. However, modern technological advancements and gadgets such as television, computer and online games have resulted in children spending an increasing amount of time each day engaged in sedentary indoor activities rather than spending time outdoors. Many children’s social and physical health has deteriorated because of the reduction in outdoor access, which has been increasingly prevalent in recent years and may have long-term consequences. This scoping review aimed to determine what information was currently available on the impact of outdoor play on children’s wellbeing. This scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) criteria. As many as 165 citations were discovered across six databases for this scoping review, and 13 articles were eligible for inclusion. The majority of the findings showed that outdoor play positively impacts children’s social, emotional, physical, and cognitive development.

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Children’s wellness: outdoor learning during Covid-19 in Canada

Cited by 9 publications

References 0 publications

Choose Your Own Adventure: Promoting Social and Emotional Development Through Outdoor Learning

Choose Your Own Adventure: Promoting Social and Emotional Development Through Outdoor Learning

Nature-Based Learning and Digital Competencies in Early Years Education

The impact of outdoor play on children’s well-being: A scoping review

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