Playing with Play: Considerations for Embedding Outdoor Play-Based Learning into the Early Years
This thesis investigates the tensions, gaps and opportunities presented by outdoor play-based learning. Written by a founder of the Forest School concept in Canada, this exploration revolves around two research questions: How can we (re)conceptualize outdoor play-based learning in formal education f...
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| Format: | Dissertation |
| Language: | English |
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ProQuest Dissertations & Theses
01-01-2024
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| Online Access: | Get full text |
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| Summary: | This thesis investigates the tensions, gaps and opportunities presented by outdoor play-based learning. Written by a founder of the Forest School concept in Canada, this exploration revolves around two research questions: How can we (re)conceptualize outdoor play-based learning in formal education for children aged 0-8, and how can we integrate and reinvigorate both pedagogical theory and practice to support educators in embedding outdoor playful learning practices? The research methodology applies autobiographical experience and conceptual frameworks to historical and current pedagogical theory, in an anti-oppressive and feminist research orientation that challenges received notions of what “counts” as knowledge (Brown & Strega, 2005, p. 6) – much in the same way that play challenges truisms about what constitutes education. Key findings include situating outdoor play-based learning within the theoretical landscape, understanding outdoor play-based learning as an emerging current of environmental education, defining a set of core principles for outdoor play-based learning, and re-examining the role of the educator. |
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| ISBN: | 9798381179453 |