Exploring the Pedagogy of Learning and Playing Outdoors

Focusing on the empirical evidence base for pedagogical decisions taken when children are playing and learning outside, this groundbreaking book examines the intention and purpose of children's outdoor playful activity and the associated issues of pedagogy. Chapters address questions about the role of the adult in children's learning outside in a manner that is inclusive in nature, by recognising the varied contexts in which children's playful activity outside takes place. Reflecting multiple cultural contexts, chapters consider social and physical aspects to ensure value systems are visible and critically considered. The book acknowledges the continuum of children's outdoor experience from highly structured activity to free play outside. It also examines the existing evidence base about children's outdoor play, including a consideration of how adults construct and respond to children's playful activity outside to realise the associated benefits. With reference throughout to many international contexts, this book reminds us of the shaping force of cultural practices and beliefs about children's playful activity outside and will be of interest to undergraduate and postgraduate audiences studying early childhood education.

Mehmet Mart is Associate Professor at Necmettin Erbakan University in Türkiye and a research fellow at the University of Plymouth, UK. Georgia Gessiou is an Education Consultant who specializes in outdoor play and learning. Jane Waters-Davies is Associate Professor and Applied Research Lead in Education at the University of Wales Trinity Saint David, UK.

1. Editors' introductory chapter Part 1: Values - ways of being 2. Looking back, looking forward: themes and trends in research into outdoor play and learning 3. The power of play: sustainability as a value and how it is embedded in children's outdoor play and local identity 4. Decisive role of teachers and parents concerning outdoor activities Part 2: Power - ways of doing 5. Flourishing in the forest: The role of the adult in supporting autonomy in nature-based settings 6. Outdoor play opportunities in UK contexts and the impact of pedagogic action: using the empowerment framework to re-orientate outdoor play and learning provision towards children's empowerment. 7. "No teachers allowed": outdoor play and teachers' role - results from a Greek study Part 3: Transformation - ways of knowing 8. "Spiders, birds or olive trees?": an emergent curriculum in the outdoor spaces in israeli preschools and teacher education enhances children's meaningful learning 9. Meeting preschool curriculum guidelines through outdoor experiences in a public park 10. Community spaces for outdoor play, learning and citizenship 11. Editors' conclusion chapter