Outdoors and Nature in Pedagogical Practices and in Cultural Historical Theory

Abstract

Despite the increasing awareness of the outdoors as a beneficial site for young children’s education, the status of outdoor activities varies in and within different cultures. Aiming to broaden and challenge presupposed understandings of education and care in the outdoors, we consider the empirical findings from all the chapters in this volume in order to identify a range of conditions for cultural formation in outdoor practices both within and between different cultures. Building on Mariane Hedegaard’s approach to cultural historical theory and Ødegaard and Krüger’s approach to cultural formation, our analysis is performed by identifying conflicts and alignments between the values and motive orientations of the individual and those interpreted from the contextual conditions and demands of institutions and society, particularly in relation to the perception of nature. In doing so, we depict how culture and nature are interrelated from a socio-cultural perspective, and argue that perceptions of nature shaped by institutions and society play a significant role creating conditions for cultural formation. The opportunity for play, learning and cultural formation in nature appears rich within all the represented cultural spaces described in this volume, although whether these opportunities are supported consistently within wider mainstream culture is regarded as an area of tension in some chapters. Based upon our analysis, we suggest that both pedagogical practices and cultural historical theory need to take the outdoors and nature into consideration when emphasising pedagogical practices for children’s play, learning and cultural formation.

The Current Status of Public Playground Safety and Children’s Risk Taking Behavior in the Park: Nakhon Si Thammarat Province, Thailand

“…Learning can also take place outside of the classroom; it may be achieved in such places as playgrounds, botanical gardens, museums, aqua parks, zoos, rivers, and forests [ 2 ]. Play includes multiple phenomena; children’s experience of play is quite complicated, and may contain multiple dimensions of society, emotion, creativity, and imagination [ 3 ]. Thus, children can create their own play methods which go further than what teachers can do in a classroom.…”