Scandinavian early childhood education

Sandseter, Ellen Beate Hansen; Hagen, Trond Løge

doi:10.4324/9781315768465-12

Cited by 5 publications

(6 citation statements)

References 1 publication

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“…Nowadays the learning environment has extended from in-school settings to out-of-school settings (Hansen Sandseter & Hagen, 2016;Prince, 2016). This study uses this learning environment definition for elementary schools: 'Learning environments refer to spaces and places, as well as communities and practices, where studying and learning take place' (Finnish National Board of Education, 2014, p. 27).…”

Section: The Learning Environment In Outdoor Educationmentioning

confidence: 99%

Finnish student teachers’ ideas of outdoor learning

Ratinen

Sarivaara

Kuukkanen³

2021

Journal of Adventure Education and Outdoor Learning

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A reformed national curriculum has introduced transformative and sociocultural learning elements to the Finnish education system. In addition, sustainability and outdoor education remain pressing issues for Finnish educators. We conducted a content analysis of the views of outdoor education held by student teachers enrolled in first-year sustainability and outdoor education courses in Finland (n = 46). The goal was to identify the learning environments and pedagogical ideas of student teachers. The student teachers emphasised the role of nature in outdoor education and identified locality as an important learning environment. Their surrounding environments included both built and unbuilt environments. The teaching methods they wrote were appropriate outdoor education, active learning, participatory learning, making observations and multidisciplinary learning especially for sustainability issues. Notably, technology and digitalisation were not emphasised in the results. Overall, the student teachers had a strong preliminary knowledge of outdoor learning spaces and clear visions for conducting outdoor education.

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Section: The Learning Environment In Outdoor Educationmentioning

confidence: 99%

Finnish student teachers’ ideas of outdoor learning

Ratinen

Sarivaara

Kuukkanen³

2021

Journal of Adventure Education and Outdoor Learning

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“…MacQuarrie et al, 2015) and the importance of children having diverse outdoor weather experiences (e.g. Sandseter and Hagen, 2016). The discussion in this article offers an extension of a more recent interest in experimental pedagogies that place an emphasis on children’s entangled more-than-human relations.…”

Section: Responding To Climate Change: a Matter Of Carementioning

confidence: 99%

With shadows, dust and mud: Activating weathering-with pedagogies in early childhood education

Rooney

Blaise

Royds

2020

Contemporary Issues in Early Childhood

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In response to the perception that climate change is too abstract and its consequences too far-reaching for us to make a difference, recent feminist environmental humanities scholars have drawn attention to connections that can be forged by noticing the intermingling of bodies, relations, materials, places and movements in the world. Inspired by these ideas, Tonya Rooney has proposed that there is potential in working with child–weather relations as a pedagogical response to making climate change more connected and immediate for young children. Mindy Blaise and her colleagues have also shown how ‘matters of fact’ dominate early childhood teaching, and call for new pedagogies that attend to ‘matters of concern’, such as climate change. In this article the authors build on these ideas by drawing also on María Puig de la Bellacasa’s suggestion that we extend our concern to ‘matters of care’ as an ‘ethically and politically charged practice’. The authors report on their work with educators and children in an Australian-based preschool where they have started to engage with matters of concern and matters of care to create new types of pedagogies that they call ‘weathering-with pedagogies’. These are situated, experimental, embodied, relational and ethical, and, the authors suggest, reflect a practice of care, thus providing young children with new ways of responding to climate change. The authors take as their starting point Donna Haraway’s invitation to ‘muddy the waters’ as a way to stir up the possibilities, tensions and challenges in doing such work.

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“…The curriculum emphasizes new pedagogical approaches as meaningful and thematic inquiry based learning within various learning environments, such as outside the classroom. Moreover, the new curriculum illustrates the change learning environments: the emphasis has shifted from in-school environments into out-of-school settings (see also e.g., Hansen Sandseter & Hagen, 2016;Prince, 2016). According to new pedagogical approach traditional subjects are likely to get less emphasis in teaching as they are replaced with themes or topics and holistic projects relevant to society.…”

Section: The Case Of Finland: the Recent Reform Of General Educationmentioning

confidence: 99%

Transformational elements for learning outdoors in Finland: A review of research literature

Sarivaara¹,

Uusiautti²

2017

IJRSE

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In Finland, new curriculum and new teaching guidelines have placed new demands on schools and learning requirements. This article discusses outdoor education and organized learning in out-of-school setting. Thematic inquiry based learning is a significant method in outdoor learning because it brings pupils and teachers outside of the traditional classroom. Therefore, we discuss how outdoor education has been defined and why outdoor education should be an important element of education at all schools according to the scholarly research. Outdoor education has been found to increase student's psychological and physical well-being, and students have been found to perform and learn better in applied environments. The pedagogical concepts that underlie related teaching concepts are also discussed, and a review of the relevant literature is performed. In conclusion, we highlight some of the main benefits of outdoor education as out-of-school learning such as for wellbeing, self-capability and experimental learning experiences and moreover, its applications for the pupils in the 21st century.

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Scandinavian early childhood education

Cited by 5 publications

References 1 publication

Finnish student teachers’ ideas of outdoor learning

Finnish student teachers’ ideas of outdoor learning

With shadows, dust and mud: Activating weathering-with pedagogies in early childhood education

Transformational elements for learning outdoors in Finland: A review of research literature

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