Outdoor Education in the Nordic Region

Sandseter, Ellen Beate Hansen; Lysklett, Olav Bjarne

doi:10.1007/978-3-319-42557-3_7

Cited by 12 publications

(5 citation statements)

References 24 publications

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“…The oft-repeated saying: Bthere is no such thing as bad weather, only poor clothes,^rhymes when spoken in the original Swedish, Danish and Norwegian languages. It encapsulates the spirit of friluftsliv that is expressed in early childhood education in the creation of opportunities for young children to enjoy learning and playing freely, in the outside air, despite, or possibly because of, the very cold northern winters (Sandseter and Lysklett 2017). Skovbørnehave (forest kindergartens) in Denmark are one such initiative (Sandseter and Lysklett 2017).…”

Section: Māori Worldviews and Early Childhood Outdoor Education In Aomentioning

confidence: 99%

“…It encapsulates the spirit of friluftsliv that is expressed in early childhood education in the creation of opportunities for young children to enjoy learning and playing freely, in the outside air, despite, or possibly because of, the very cold northern winters (Sandseter and Lysklett 2017). Skovbørnehave (forest kindergartens) in Denmark are one such initiative (Sandseter and Lysklett 2017). Young children attending such early childhood settings in Scandinavia are likely to be taught cultural skills such as whittling with sharp knives.…”

Section: Māori Worldviews and Early Childhood Outdoor Education In Aomentioning

confidence: 99%

“…They may learn to identify animal tracks and experience cooking on open fires, as well as enjoying the freedom of climbing trees, building shelters from fallen branches, and just playing. Simply being outdoors and in nature is seen as desirable and healthy, exemplifying the Scandinavian cultural concept of friluftslif (Sandseter and Lysklett 2017).…”

Section: Māori Worldviews and Early Childhood Outdoor Education In Aomentioning

confidence: 99%

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Early childhood education in the outdoors in Aotearoa New Zealand

Alcock

Ritchie

2018

Journal of Outdoor and Environmental Education

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Early childhood care and education services in Aotearoa New Zealand drew initially on the Fröbelian model of the kindergarten or 'children's garden'. Later models such as the Kōhanga Reo movement, the highly respected curriculum Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa, and the Enviroschools programme are grounded in te ao Māori, Māori worldviews, that feature a strong connectedness to place, and a deep sense of a spiritual interrelationship with the land, mountains, rivers, and oceans. This article considers how the imported Scandinavian/European/UK models of 'forest schools' might fit within this context. To illustrate early childhood education in the outdoors in Aotearoa (New Zealand) we draw upon research conducted in early childhood settings in this country that illuminates children's experience in the outdoors. We draw upon critical early childhood scholarship to theorise this situation of forest schools emerging in Aotearoa, along with influences from the forest school movement evident in existing New Zealand early childhood services. The article suggests that traditional Indigenous Māori worldviews and knowledges give meaning and contextualised authenticity to 'forest schools' approaches in early childhood education in Aotearoa (New Zealand).

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Section: Māori Worldviews and Early Childhood Outdoor Education In Aomentioning

confidence: 99%

Section: Māori Worldviews and Early Childhood Outdoor Education In Aomentioning

confidence: 99%

Section: Māori Worldviews and Early Childhood Outdoor Education In Aomentioning

confidence: 99%

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Early childhood education in the outdoors in Aotearoa New Zealand

Alcock

Ritchie

2018

Journal of Outdoor and Environmental Education

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“…Borrowing from Holt's (2002) original call for "slow schools" (based on the "slow food" movement), some educators are rejecting the idea that education should only be about economic utility at the expense of working collectively to solve environmental and other social problems (Mortlock, 2018;Tanti, n.d.;Wilby, 2019). From "Forest Schools" in Scandinavia, to "Enviroschools" in New Zealand and "Bush Kinders" in Australia, we have numerous examples of how education can privilege natural surroundings and resources over standardized classroom materials and environments (Alcock & Ritchie, 2018;Sandseter & Lysklett 2017).…”

Section: Re-imagining Educationmentioning

confidence: 99%

Teacher accountability, datafication and evaluation: A case for reimagining schooling

Holloway

2020

EPAA

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The purpose of this commentary is to push the boundaries (real and perceived) of how we think about teacher accountability, education and the purpose of schooling in contemporary times. It takes as a starting point a view that recent changes to the Every Student Succeeds Act does little to shift the underpinning logics of high-stakes teacher accountability that ultimately threaten the stability and adaptability of public schools. Building from this presumption, it explores more universal features of contemporary schooling practices (e.g., standardization, datafication and evaluation) that undermine teacher expertise, autonomy and professional discretion. The purpose is to provide a new lens for thinking about the role of education and to radically disrupt the ‘norms’ we have come to accept as necessary features of modern schooling. Ultimately, it serves as a thought experiment to provide some space for imagining new possibilities and thinking “outside of” the traditional accountability “box”.

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“…Holistic learning means that a child's experiences, attained through body, movement and all the senses, all form a basis of learning processes. This is reflected in various ways in the Norwegian kindergarten curriculum (Sandseter & Lysklett, 2017). The Norwegian Framework Plan for the content and tasks of kindergartens (Ministry of Education and Research, 2017) places emphasis among other things on the kindergarten enabling children to experience and explore diversity in nature.…”

Section: Introductionmentioning

confidence: 99%

Knowing-with-snow in an outdoor kindergarten

Bartnæs

Myrstad

2022

JASED

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This article highlights how reciprocal relationships between children and the environment can contribute to exploring understanding of children’s learning in the outdoor environment. We draw on data from a kindergarten in the northern part of Norway, where we have carried out fieldwork three hours a week from October to mid-May. During this period, the outdoor area was covered with snow of varying qualities. Snow and weather conditions are included as elements in a relational understanding, in which the environment is understood as open and dynamic – an interaction between past and present, between geography, materiality, people and the ‘more-than-human’. The learner and the environment are understood as an indivisible process, where different elements exercise a reciprocal influence on each other. Using Ingold’s concept of correspondence, we explore how children learn by being within and with the world. The article is a contribution to creating a nuanced understanding of children’s learning and the educator’s role within an outdoor environment in kindergarten practice.

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Outdoor Education in the Nordic Region

Cited by 12 publications

References 24 publications

Early childhood education in the outdoors in Aotearoa New Zealand

Early childhood education in the outdoors in Aotearoa New Zealand

Teacher accountability, datafication and evaluation: A case for reimagining schooling

Knowing-with-snow in an outdoor kindergarten

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