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Outdoor Learning and Play : Pedagogical Practices and Children's Cultural Formation

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This Open Access book examines children’s participation in dialectical reciprocity with place-based institutional practices by presenting empirical research from Australia, Brazil, China, Poland, Norway and Wales. Underpinned by cultural-historical theory, the analysis reveals how outdoors and nature form unique conditions for children's play, formal and informal learning and cultural formation. The analysis also surfaces how inequalities exist in societies and communities, which often limit and constrain families' and children's access to and participation in outdoor spaces and nature. The findings highlight how institutional practices are shaped by pedagogical content, teachers' training, institutional regulations and societal perceptions of nature, children and suitable, sustainable education for young children. Due to crises, such as climate change and the recent pandemic, specific focus on the outdoors and nature in cultural formation is timely for the cultural-historical theoretical tradition. In doing so, the book provides empirical and theoretical support for policy makers, researchers, educators and families to enhance, increase and sustain outdoor and nature education.

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Availability

Detail Information

Series Title

International Perspectives on Early Childhood Education and Development (CHILD, volume 34)

Call Number

370 OUT

Publisher

Cham : Springer Cham., 2021

Collation

XV, 201

Language

English

ISBN/ISSN

978-3-030-72595-2

Classification

370

Content Type

text

Media Type

computer

Carrier Type

online resource

Edition

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Subject(s)

Early Childhood Education

Specific Detail Info

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Statement of Responsibility

Penyunting, Liv Torunn Grindheim, Hanne Værum Sørensen, Angela Rekers

Other Information

Cataloger

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Source

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Validator

Maya

Digital Object Identifier (DOI)

https://doi.org/10.1007/978-3-030-72595-2

Journal Volume

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Journal Issue

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Subtitle

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Parallel Title

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