The primacy of place in education in outdoor settings

Mannion, Greg; Lynch, Jonathan P.

doi:10.4324/9781315768465-11

Cited by 21 publications

(19 citation statements)

References 16 publications

(22 reference statements)

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“…As Tovey refers (2007), the way children explore the space can exceed adults' planning or expectations, so it is important to create responsive and rich environments, where children can benefit from multiple play opportunities. In this regard, practitioners should respect the special features of the space as they plan for educational activities (Mannion & Lynch, 2016). In our study, both practitioners were aware that it was not desirable to transfer indoor activities or strategies to the outdoors, offering time and resources for children to take advantages of the specific characteristics and stimulus of the outdoor environment.…”

Section: Discussion and Future Considerationsmentioning

confidence: 92%

Outdoor play as a mean to achieve educational goals - a case study in a Portuguese day-care group

Bento

Costa

2018

Journal of Adventure Education and Outdoor Learning

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This study aims to explore the pedagogical potential of outdoor play situations, considering the educational goals established in the Portuguese Pedagogical Guidelines for 0-3-year-old children (ongoing work), namely development of a sense of security and positive selfesteem; development of curiosity and exploratory impetus; and development of social and communication skills. Following a qualitative methodology, during a period of 9 months, the outdoor play experiences of 14 children from a day-care centre were observed and monitored and the professionals were interviewed. The data shows that outdoor experiences can contribute to the achievement of the educational goals, enlarging opportunities for creative play, problem solving, experimentation, inquiry, dialogues and collaboration. The achievement of the educational goals is facilitated through supportive and positive relationships with adults and peers, provision for proper equipment, and contact with nature. This study offers a deep insight into how educational policies can be put into practice in the outdoor area.

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Section: Discussion and Future Considerationsmentioning

confidence: 92%

Outdoor play as a mean to achieve educational goals - a case study in a Portuguese day-care group

Bento

Costa

2018

Journal of Adventure Education and Outdoor Learning

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“…Place-based education. In accordance with Mannion and Lynch (2016), place has a primary role in our service-learning internship due to the natural, informal, outdoor, teaching spaces our preservice teachers use to engage their students. Other researchers (Lewicki, 1998;Leo-Nyquist & Theobald, 1997) have also made similar claims, arguing pedagogy of place formalized teaching to include rural and natural settings in educational practice.…”

Section: Related Literaturementioning

confidence: 96%

Mollenhauer’s Representation: The Role of Preservice Teachers in the Practices of Upbringing

Foran

Robinson

2017

in education

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Our recent research study investigated an international field experience for preservice teachers, labelled as a service-learning internship, a term often used to refer to a student teacher in a Bachelor of Education (BEd) program. Relying on what we know to be advantages and benefits of similar international field experiences for preservice teachers to frame our investigation, we explored the impact of a service-learning internship upon beginning teachers, particularly as it related to their professional growth as teachers. To gain insight into teacher education, we drew on the work of Mollenhauer (2014) to critically examine the foundations of how we prepare teachers in our BEd program. Analysis of questionnaire responses, tracked by a digital discussion forum via Moodle™, revealed two dominant themes: (a) gaining a deeper understanding of children, and (b) learning to be flexible regardless of curricular constraints. Results from this study might be of interest to those who share a similar interest in international field experiences, teacher education, and pedagogy. Keywords: pedagogy, Bildung; teacher education; international; field experience; service learning; global teaching

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“…This goes someway to addressing the process vs content tension highlighted in the introduction as we see these 'occupations' as having distinct settings (water, crags, and forests for example) depending on the knowledge sought. Perhaps to further address the problems we noted in point 1 above would be to take account of place (for deeper explorations of this see Mannion and Lynch (2016). In our example, if we ran this again we might have to involve accommodating/working with place into the concept of 'what kind of outdoor educator do you want to become' by first specifying 'within Ennerdale'.…”

Section: How Might This Be Of Use?mentioning

confidence: 99%

What kind of outdoor educator do you want to become? Trying something different in outdoor studies in higher education

Towers

Lynch

2017

Journal of Hospitality, Leisure, Sport & Tourism Education

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The primacy of place in education in outdoor settings

Cited by 21 publications

References 16 publications

Outdoor play as a mean to achieve educational goals - a case study in a Portuguese day-care group

Outdoor play as a mean to achieve educational goals - a case study in a Portuguese day-care group

Mollenhauer’s Representation: The Role of Preservice Teachers in the Practices of Upbringing

What kind of outdoor educator do you want to become? Trying something different in outdoor studies in higher education

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