The outdoor environment and children’s health: a multilevel approach

Sando, Ole Johan

doi:10.1080/21594937.2019.1580336

Cited by 35 publications

(42 citation statements)

References 40 publications

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“…The aim is to encourage child-initiated activities and create an environment that is fun, exciting, stimulating, and challenging, yet safe, where children feel at ease, secure, and joyful. An effective approach is to use natural spaces to facilitate children's wellbeing, because people generally feel comfortable, find enjoyment, and experience a reduction in negative emotions in nature, ultimately experiencing well-being (Bilton 2010;Chawla 2015;Sando 2019a). Elements in nature also generate challenges and variety and allow children autonomy, positive interactions, and social relationships, all of which contribute to the well-being of both practitioners and children (Bjørgen and Svendsen 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Playing in nature in particular is positively associated with children's well-being (Bjørgen 2015;Herrington and Brussoni 2015;Sando 2019a). Nature can generate interest and involvement in surprising events, challenges, variety, and social relationships that contribute to well-being for both practitioners and kindergartners (Bjørgen and Svendsen 2015).…”

Section: Practitioners' Roles In Supporting Children's Well-being Inmentioning

confidence: 99%

“…It can be difficult to balance challenging activities that thrill children, expand their boundaries, and develop confidence (Sandseter 2014;Bjørgen 2015) with the need for safety (Kwon and Oh 2019). Thus, practitioners' strategies for supporting, guarding, and facilitating play in ECEC institutions are highly important (Sando 2019a).…”

Section: Practitioners' Roles In Supporting Children's Well-being Inmentioning

confidence: 99%

“…Children's well-being also depends on the environment, including sufficient space, opportunities for play, and the provision of a variety of toys and materials (Sheridan and Schuster 2001;Bjørgen 2015;Bjørgen and Svendsen 2015;Sandseter and Seland 2016;Sando 2019aSando , 2019b; agency, security/safety, and autonomy in play (Laevers 2005;Fattore, Mason, and Watson 2009); as well as positive interactions and relationships with peers and adults Watson 2007, 2009;Bjørgen 2015;Sandseter and Seland 2017). Children are well when they have the psychological, social, and physical resources they need to meet particular psychological, social, and physical challenges (Dodge et al 2012, 230).…”

Section: Introductionmentioning

confidence: 99%

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A comparative study of ECEC practitioners’ perceptions of children’s well-being and their roles in South Korea and Norway

Nah

Bjørgen

et al. 2020

European Early Childhood Education Research Journal

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This comparative study investigated how early childhood education and care practitioners in South Korea and Norway perceive the concept of children's well-being and their own roles in supporting and facilitating children's well-being. Data were collected through online questionnaires from 198 practitioners and analysed utilising chi-square analyses. The results showed that South Korean practitioners perceived the cognitive and economic domains as more important than Norwegian practitioners. Meanwhile, the practitioners from Norway perceived the social domain as more important than South Korean practitioners. Norwegian practitioners perceived physical needs, need for affection, and enjoyment as more important than Korean practitioners. Norwegian practitioners also monitored every child's well-being and more actively encouraged positive interactions and child-initiated activities. Meanwhile, Korean practitioners perceived the need for safety as important and believed that environments were not safe enough for children's health and well-being. These findings suggest that the educational approaches and sociocultural contexts of the two countries influence children's well-being.

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Section: Discussionmentioning

confidence: 99%

Section: Practitioners' Roles In Supporting Children's Well-being Inmentioning

confidence: 99%

Section: Practitioners' Roles In Supporting Children's Well-being Inmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A comparative study of ECEC practitioners’ perceptions of children’s well-being and their roles in South Korea and Norway

Nah

Bjørgen

et al. 2020

European Early Childhood Education Research Journal

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“…The data collection involved systematic and randomized video observations of two minutes during children's free play sessions. Results from the first data collection are described in previously published studies (Sando, 2019;Storli & Sandseter, 2019).…”

Section: Methodsmentioning

confidence: 99%

Supportive indoor environments for functional play in ECEC institutions: a strategy for promoting well-being and physical activity?

Sando

Mehus

2019

Early Child Development and Care

Self Cite

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The physical environment in Early Childhood Education and Care (ECEC) institutions provide children with possibilities for play. This study describes a physical environmental intervention aiming to increase the possibilities for functional play in the indoor environment, and its influence on children's well-being and physical activity. The intervention involved the establishment of a tumbling space with soft surfaces, mats and big construction materials. The sample consists of video observations of 65 children's free play in seven ECEC institutions at two data points. Multilevel regression analysis indicates that children's physical activity and functional play is strongly related to the use of a tumbling space, and that the intervention group had a higher increase in functional play following the intervention compared to the control group. The impact of the tumbling space on well-being is limited. The results indicate that targeting children's possibilities for functional play may be beneficial form a health promotion standpoint.

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Health Promotion and Identity Construction in Norwegian Kindergartens – A Qualitative Study on Children with and without Disabilities

Åmot

Ytterhus

2022

Early Childhood Educ J

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This article focuses on how children, independent of abilities, create healthy identities and spaces in kindergarten,and is based on a qualitative CGT-study carried out in Norwegian Kindergartens. Data sources include Life-forminterviews with 24 children, with and without disabilities. Children placed health in the context of their daily-lifeexperiences. They underlined the importance of aspiring to social well-being and creating healthy spaces throughinternally driven physical exertion and child-controlled activities. Children described how they relate to the staff?srestrictions and legal requirements as "the staff" versus "we, the children?. They advocate for the staff?sengagement in play and activities.

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The outdoor environment and children’s health: a multilevel approach

Cited by 35 publications

References 40 publications

A comparative study of ECEC practitioners’ perceptions of children’s well-being and their roles in South Korea and Norway

A comparative study of ECEC practitioners’ perceptions of children’s well-being and their roles in South Korea and Norway

Supportive indoor environments for functional play in ECEC institutions: a strategy for promoting well-being and physical activity?

Health Promotion and Identity Construction in Norwegian Kindergartens – A Qualitative Study on Children with and without Disabilities

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