‘Let's go outside’: Icelandic teachers' views of using the outdoors

Norðdahl, Kristín; Jóhannesson, Ingólfur Ásgeir

doi:10.1080/03004279.2014.961946

Cited by 42 publications

(45 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our study is also the first to report whether the association between regular exposure to EOtC and psychosocial well‐being is modified by SES. These findings lend support the claim that EOtC is a means to strengthen inclusion of pupils of low SES, ie, pupils at risk of exclusion in school work and school life, although further studies with larger samples are needed in this area.…”

Section: Discussionsupporting

confidence: 70%

“…Teachers often start practicing EOtC in order to bridge the gap between high and low achieving pupils, 11 and as an inclusive teaching method for pupils experiencing emotional and behavioral difficulties, 12 because it involves body-based learning approaches, 13 and seems a viable approach to meeting the needs of those pupils that find it hard to cope with the requirements of traditional teaching and learning activities. 14 Surveys have shown that in Danish public schools weekly or biweekly provision of EOtC has increased from at least 14% in 2007 to at least 17.9% in 2014. 15 A review of research into EOtC showed that most research thus far has been qualitative and few studies have directly related EOtC to pupils' well-being.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Association of Education Outside the Classroom and Pupils' Psychosocial Well‐Being: Results From a School Year Implementation

Bølling

Niclasen

Bentsen

et al. 2019

Journal of School Health

View full text Add to dashboard Cite

BACKGROUND Education Outside the Classroom (EOtC) is a teaching method that is gaining traction, aiming to promote learning and well‐being. However, research on the association between EOtC and well‐being is limited. METHODS This quasi‐experimental trial involved pupils (9–13 years) from 16 Danish public schools which implemented EOtC in some classes. Pupils (N = 511) from 27 classes were regularly exposed to EOtC (2–7 hours per week), and pupils (N = 120) from 7 parallel comparison classes were much less exposed (less than 2 hours per week). The pupils' psychosocial well‐being was measured at the beginning and end of the school year using the Strengths and Difficulties Questionnaire. The results were compared between the groups. RESULTS Pupils regularly exposed to EOtC showed the greatest improvement in prosocial behavior. Negative associations were seen between EOtC and hyperactivity‐inattention and peer problems in pupils of low socioeconomic status (SES). The observed improvements were smaller when the EOtC was spread over a larger number of sessions. Results were independent of sex. CONCLUSIONS Regular exposure to EOtC was found to promote social well‐being, especially for pupils of low SES, and was most beneficial when concentrated in fewer, longer sessions.

show abstract

Section: Discussionsupporting

confidence: 70%

mentioning

confidence: 99%

Association of Education Outside the Classroom and Pupils' Psychosocial Well‐Being: Results From a School Year Implementation

Bølling

Niclasen

Bentsen

et al. 2019

Journal of School Health

View full text Add to dashboard Cite

show abstract

“…In cultures and areas of the world where teachers are familiar with utilising OLEs, and have support in successfully implementing them, the benefits to children's learning is perceived by educators to be great. In a study exploring Icelandic teachers' views of using the outdoors in young children's learning, teachers shared that they felt that OLEs support student investigations, their health, well-being, and overall self-confidence (Norodahl & Johannesson, 2016). Icelandic teachers commented on the ways in which OLEs support students in their ability to tackle risk and build courage.…”

Section: Benefits Of Olesmentioning

confidence: 99%

“…plants, animals, rocks, dirt, water, etc.). Research on teachers' use and implementation of OLEs reveals that most early childhood educators agree with the importance of experiences in nature for children's physical, socio-emotional and cognitive development, and young children's appreciation for the environment (Ernst, 2014;Ernst & Tornabene, 2012;Norodahl & Johannesson, 2016). OLEs provide children with the opportunity to explore, be active, and engage in sensory experiences that simply cannot be replicated inside.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Early Childhood Educator perspectives on the first year of implementing an Outdoor Learning Environment in Singapore

Strachan

Lim

Yip

et al. 2017

Learning: Research and Practice

View full text Add to dashboard Cite

Using a qualitative case-study approach, this small-scale pilot study explores the potential challenges and opportunities faced by early childhood educators in their first year of implementing a dedicated Outdoor Learning Environment (OLE) at their school. Participants include two Kindergarten teachers working at a large international school in Singapore. Key findings reveal the ways in which students and teachers act as co-designers of learning in OLEs, and the ways in which OLEs can provide a unique learning context for supporting learner curiosity and developing resilience in children. The role that collaboration plays amongst teachers, students, and families, in co-designing learning engagements and mitigating challenges associated with implementing an OLE, is explored. Knowledge and insights gained through conventional content analysis, and links to the ways in which OLEs have the potential to facilitate the development of twenty-first century competencies in young children, is discussed. ARTICLE HISTORY

show abstract

Pupils’ Well-Being, Mental and Social Health

Mygind¹,

Bølling²

2022

High-Quality Outdoor Learning

View full text Add to dashboard Cite

The purpose of this chapter is to present research results on pupils’ well-being and health when integrating regular education outside the classroom (i.e. udeskole) into teaching. We believe that this chapter may be of particular interest to government employees (consultants), municipalities, school principals and teachers, teacher trainers and educators seeking arguments for and against outdoor teaching and learning. The argument is based on both empirical studies of pupils’ well-being, mental and social health, and theoretical assumptions (mainly the so-called Self-Determination Theory). Three key questions will be the focal points of the chapter: Is udeskole a viable approach to strengthen pupils’ well-being, mental and social health? Does udeskole have a demonstrable impact on pupils’ well-being, mental and social health? Should education outside the classroom be a regular applied practice in schools? In schools in several western countries, but especially in Scandinavia, udeskole is a teaching method, which is increasingly used both for its learning and health potentials. In this chapter, we focus on the importance of udeskole, based on relevant results from the Danish TEACHOUT research study. Although Danish children generally thrive and have high levels of mental and social health, initiatives are still needed to promote an even more positive school experience for every child. Early prevention of psychosocial illness is on the political agenda and school is considered a major arena for initiatives aimed at promoting mental and social health. The results of the TEACHOUT study show that if teaching outside the classroom is made a regular component of the annual plan, it can be expected to have a positive impact on pupils’ social well-being and intrinsic school motivation. It is still too early to determine whether udeskole has a real effect on the formation of friendships in the classroom community. However, the TEACHOUT study shows a small but significant increase in the number of new in-class friendships. Based on the Self-Determination Theory, we provide an understanding of the reasons why udeskole can have a positive effect on pupil well-being, mental and social health.

show abstract

‘Let's go outside’: Icelandic teachers' views of using the outdoors

Cited by 42 publications

References 29 publications

Association of Education Outside the Classroom and Pupils' Psychosocial Well‐Being: Results From a School Year Implementation

Association of Education Outside the Classroom and Pupils' Psychosocial Well‐Being: Results From a School Year Implementation

Early Childhood Educator perspectives on the first year of implementing an Outdoor Learning Environment in Singapore

Pupils’ Well-Being, Mental and Social Health

Contact Info

Product

Resources

About