What are the characteristics of nature preschools in Norway, and how do they organize their daily activities?

Abstract

This study provides basic information about how Norwegian nature preschools differ from other Norwegian preschools and how they organize their daily activities. Fifty-six nature preschools and 52 other preschools were included in the study. A total of 106 headmasters and 98 pedagogical leaders filled out questionnaires about the characteristics of their preschool and the characteristics of their preschool's outdoor activities. Two women and four men from nature preschools were interviewed about organizing a nature preschool. Most nature preschools are private and have less children and staff than other preschools. Nature preschools have more reference areas in nature and visit these areas more frequently than other preschools. Nature preschools spend a large amount of time in nature and have routines and rules that allow the children a significant amount of trust.

Norwegian Kindergarten Children’s Knowledge about the Environmental Component of Sustainable Development

“…In Norway, outdoor play has a long tradition in childcare and "nature" kindergartens have become popular [30]. The number of nature kindergartens has approached 500 and the number of "farm-based" kindergartens is up to almost 130 [31].…”

A fizikai aktivitás, mint egészségbefektetés

“…20 A norvég óvodák módszertanát elemzi egy további kutatás, mely a természetben lévő óvodákat helyezi a vizsgálat középpontjába. 21 A "nature preeschool" Skandináviában nagyon népszerű, mivel a természeti környezet az, ami fizikai aktivitásra ösztönzi és motiválja ezt a korosztályt. A természetben a különböző tevékenységek és tapasztalatok jelentik a gyerekek motorikus és kognitív fejlesztésének alapkoncepcióját, mely a kinti, szabadtéri tevékenységeken keresztül valósul meg.…”

Uma reflexão sobre um processo de transformação de práticas pedagógicas nos espaços exteriores em contextos de educação de infância

“…A investigação em torno do brincar nos espaços exteriores em contextos de educação de infância (CEI) tem crescido de forma significativa nos últimos anos (Bento, 2017;Bento & Costa, 2018;Figueiredo, 2015;Lysklett & Berger, 2016;Olsen & Smith, 2017;Tremblay et al, 2015). A grande atenção a esta temática, em parte, dever-se-á à preocupação com os crescentes níveis de sedentarismo e obesidade infantil, generalização de práticas de escolarização precoce, experiências diárias muito afastadas do meio natural e fortemente dependentes das tecnologias, situações que podem ter repercussões negativas no desenvolvimento harmonioso e saudável de crianças e jovens (Frost, 2012;Ginsburg, 2007;Singer, Singer, D'Agostino, & DeLong, 2009).…”