VI. Activité physique et plein air : « bénéfices, mécanismes, adaptations et enjeux »

Gadais, Tegwen; Parent, André-Anne; Bernard, Paquito; Beauchamp, Audrey-Anne; Cloûatre, Céline

doi:10.3917/herm.roult.2020.01.0103

Cited by 2 publications

(2 citation statements)

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“…The results available to date indicate that there are few studies on the use of the OL by preschool and primary school teachers in Quebec. Indeed, scientific literature reveals little information regarding preschool and primary teachers' perceptions of OL and there appears to be no scientific consensus regarding the definition of the outdoors (Gadais et al, 2021b). In addition, studies that focus on the organization of current outdoors initiatives, as well as on the description of effective outdoor pedagogies, appear to be lacking (Ayotte-Beaudet et al, 2017).…”

Section: The Lack Of Research On Outdoor Education In Quebecmentioning

confidence: 99%

“…Intentions to use the outdoors by Gadais et al (2021bGadais et al ( ). 10.3389/fpsyg.2022 Frontiers in Psychology 04 frontiersin.org also referred to as nature-based pedagogy, uses nature as a learning environment and vehicle to provide children with socioconstructivist and inclusive learning experiences (Maynard, 2007;Coates and Pimlott-Wilson, 2019).…”

Section: Figurementioning

confidence: 99%

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When are you taking us outside? An exploratory study of the integration of the outdoor learning in preschool and primary education in Quebec

et al. 2022

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IntroductionRecent research investigating the benefits of being outdoors and contact with nature in children showed strong associations with children’s health and development. More teachers are choosing to integrate outdoor learning (OL) into their practice in Quebec, but few studies have focused on OL in the school environment, particularly in Canada and more specifically in Quebec, despite the fact that the school context lends itself favorably to this practice.ObjectiveThe purpose of this study was to portray OL in preschool and primary schools in Québec by identifying three key elements: (1) teachers’ perception of the outdoors, (2) the uses of OL in schools, and (3) teaching strategies and factors that influence teachers’ integration of OL.MethodologySemi-structured group interviews (n = 4) conducted with 14 teachers and participant observations (n = 4) were used for data collection. Inclusion criteria were to be a preschool or primary school teacher, to have taught at least eight sessions of OL in the past year, and to have no connection or contact with the research team prior to the start of the study.ResultsFirst, the results showed that teachers commonly understood the outdoors as being in the open air, practicing a physical activity, having the presence of nature, providing physical freedom and targeting a pedagogical intention. Second, teachers appeared to incorporate a variety of pedagogical intentions in OL (e.g., environmental awareness, interdisciplinary learning), in a variety of settings (e.g., city parks, woodlands), and with a variety of academic subjects (e.g., French, mathematics) and learning tasks (e.g., walking, nature shelter building). Third, teachers used a wide range of teaching strategies in OL (e.g., flexible planning, well-established routines). Participants also identified multiple factors specific to their setting that appeared to facilitate (e.g., parental support) or limit (e.g., storage of materials) their integration of OL into the school environment.ConclusionThis study provided a better understanding of the current use of the OL in the Quebec school environment by identifying the common characteristics, limitations and winning strategies of its use in schools. Teachers and schools interested in OL could benefit from the results of this study, particularly those interested in adopting a Forest School or Udeskole approach.

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Section: The Lack Of Research On Outdoor Education In Quebecmentioning

confidence: 99%

Section: Figurementioning

confidence: 99%