Incorporating Nature-based Physical Activity in Physical and Health Education

Gruno, Jennifer; Gibbons, Sandra L.

doi:10.1080/07303084.2019.1705210

Cited by 8 publications

(6 citation statements)

References 347 publications

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“…However, despite these commonalities, teachers still prefer to develop indoor classroom activities that teachers often underuse outdoor spaces. Moreover, since outdoor classrooms are undervalued in the program, most children cannot benefit from the advantages of the forest school approach, such as the ability to question (Bak & Kaya, 2020), look for answers (Leaa & Bailie, 2019), communication skills and self-confidence (Gruno & Gibbons, 2020;Merritt et al, 2022).…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

The Connection Between Forest School and Preschool Programs: A Comparison Study

AYDEMİR,

YİĞİT GENÇTEN

2023

ENAD

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The forest school approach, implemented in an increasing number of schools globally, offers opportunities for children to explore and engage in activities in natural settings. In the preschool period, considered critical for children's overall development at the beginning of their lives, being intertwined with nature supports children’s becoming active learners. In early years education, in this manner, programs are formed based on children's developmental and individual needs through the Preschool Education Program developed by the Ministry of National Education and implemented in 2013 to engage students actively. As all early-year institutions in Turkey are required to follow the guidelines in this program, this study aims to examine the connection between the program and the forest school approach to highlight similarities and differences so that the place of the forest school approach in the program can be understood. The data consisted of program documents and an extensive literature review on the forest school approach. In addition, in order to analyze the data, we engaged in document analysis. Results showed that the preschool program and the forest school approach coincided. Therefore, it is suggested that preschool programs in early years classrooms should include more nature-related activities.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

The Connection Between Forest School and Preschool Programs: A Comparison Study

AYDEMİR,

YİĞİT GENÇTEN

2023

ENAD

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“…Nature-based education, including a wide range of approaches such as forest schools, nature kindergartens, outdoor education, environmental education, and sustainability education, has attracted considerable attention, both scholarly. This kind of education has overarching aims to support children through individual experiences (Beery & Jørgensen, 2016), cooperation (Gruno & Gibbons, 2020), collaboration (Spiteri, 2020), communication (Collado et al, 2020), exploration (Silverman & Corneau, 2017), construction (Dennis et al, 2014), and imagination (Cordiano et al, 2019). In addition, there are a variety of activities that can take place in naturebased education, such as using outdoor spaces as learning places (Leea & Bailie, 2019) and including nature as a resource or concept in the regular program (Harwood et al, 2020) in order to raise environmental awareness (Bonnett, 2021), create a bond between nature and children (Gull et al, 2019), protect the environment (Güler Yıldız et al, 2021), or learn with nature even during Covid-19 pandemic (Burke et al, 2021).…”

Section: Nature-based Learning For Young Childrenmentioning

confidence: 99%

“…Orman okulları, doğa anaokulları, açık hava eğitimi, çevre eğitimi ve sürdürülebilirlik eğitimi gibi çok çeşitli yaklaşımları içeren doğa temelli eğitim bilimsel olarak büyük ilgi görmüştür. Böyle bir eğitim, çocukları bireysel deneyimler (Beery & Jørgensen, 2016), işbirliği (Gruno & Gibbons, 2020;Spiteri, 2020), iletişim (Collado et. Al, 2020), keşif (Silverman & Corneau, 2017), inşa (Dennis ve diğerleri, 2014) ve hayal gücü (Cordiano ve diğerleri, 2019) yoluyla desteklemeyi kapsamaktadır.…”

Section: Geni̇şleti̇lmi̇ş öZetunclassified

Nature-Based Learning and Digital Competencies in Early Years Education

GENÇTEN>

AYDEMİR>

Gültekin

2022

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi

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The activities, approaches, and classroom instructions in which technology is at the center gradually increase as a necessity of our world. Through classroom practice, it is aimed that children develop competence and skills from an early age. On the other hand, substantial research has been undertaken on nature-based approaches to children’s learning. However, integrating the benefits of nature-based learning and digital competencies has yet to be understood. The present study seeks to understand and explain this integration and relationship between nature and technology in the early years of education. For this purpose, this study used previous literature as a supporting resource. This review found evidence that the practice of integrating nature-based learning with technology is effective in children’s understanding and development. Therefore, this study can contribute to a better understanding of why and how to integrate these different approaches and should be valuable to practitioners wishing to support children with a well-rounded approach.

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“…This can improve the overall health status of society. Preventing disease with health education can help prevent various diseases, such as infectious diseases, chronic diseases and accidents [13]-…”

Section: Introductionmentioning

confidence: 99%

Evaluation: Media Booklet About Education on Prevention of Flour Albus for Teenage Girl

Cahaya Hidayati,

Ei Wah Phyu Thet,

Phonethipsavanh Nouanthong

2024

Jor. Eva. Edu

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Purpose of the study: To develop booklet media that is effective and appropriate to the needs of young women in high schools, in terms of education on preventing vaginal discharge or Flour Albus, with the aim of increasing their knowledge, awareness and reproductive health behavior. Methodology: The research method used is RnD with a 4D design. Defining needs was carried out through questionnaires to determine the needs of student. Design was created based on the results of the definition. Development is carried out by prelevant design and content. Distribution of booklets is direct distribution in schools. Main Findings: The development of a media booklet about Flour Albus prevention education for young women in high schools was validated by experts with results that were suitable for use and had a significant positive impact in increasing students' knowledge about reproductive health problems. The main findings show that the use of the booklet has succeeded in increasing awareness of adolescent girls about the signs and symptoms of Flour Albus, as well as the preventive steps they can take. Novelty/Originality of this study: The novelty of this research is lies in a holistic approach that pays attention to the special needs of adolescent girls in developing booklet media on the prevention of Flour Albus, integrating accurate information with a visually attractive design to increase engagement and understanding of adolescent girls at the high school level.

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Incorporating Nature-based Physical Activity in Physical and Health Education

Cited by 8 publications

References 347 publications

The Connection Between Forest School and Preschool Programs: A Comparison Study

The Connection Between Forest School and Preschool Programs: A Comparison Study

Nature-Based Learning and Digital Competencies in Early Years Education

Evaluation: Media Booklet About Education on Prevention of Flour Albus for Teenage Girl

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