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Cham : Springer International Publishing AG, 2021

1 online resource (213 pages)

ISBN 9783030725952 (electronic bk.)

ISBN 9783030725945

International Perspectives on Early Childhood Education and Development Ser. ; v.34

Print version: Grindheim, Liv Torunn Outdoor Learning and Play Cham : Springer International Publishing AG,c2021 ISBN 9783030725945

2.2.2 Imagined and Embodied Transformations -- 2.3 Method: Visual Narrative Methodology -- 2.4 Story One: Toddler Luci (2 Years Old) -- 2.5 Story Two: Silvia (2 Years Old) -- 2.6 Story Three: El (2.7 Years Old) -- 2.7 Discussion.

1.4.5 Utilisation and Design of Kindergarten Outdoor Spaces and Outdoor Activities -- 1.4.6 Children’s Outdoor Play Activities in Kindergartens in China and in Norway -- 1.4.7 Exploring and Discussing the Taken for Granted Advantage of Outdoor Play in Norway -- 1.4.8 ’All the Wild’ in Wales -- 1.4.9 E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment -- 1.4.10 Curious Curiosity - Reflections on How ECTE Lecturers Perceive Children’s Curiosity -- 1.4.11 Conditions for Cultural Formations in the Ten Chapters -- 1.5 Perceptions of Nature as an Arena for Cultural Formations -- 1.6 Summing Up -- References -- Chapter 2: Toddlers’ Outdoor Play, Imagination and Cultural Formation -- 2.1 Introduction -- 2.2 Theoretical Grounding -- 2.2.1 Socio-cultural Experience ---

2.2.2 Imagined and Embodied Transformations -- 2.3 Method: Visual Narrative Methodology -- 2.4 Story One: Toddler Luci (2 Years Old) -- 2.5 Story Two: Silvia (2 Years Old) -- 2.6 Story Three: El (2.7 Years Old) -- 2.7 Discussion.

Outdoor Learning and Play -- Foreword -- Acknowledgments -- Contents -- About the Contributors -- Chapter 1: Outdoors and Nature in Pedagogical Practices and in Cultural Historical Theory -- 1.1 Introduction -- 1.2 Theoretical Approach -- 1.3 Methodological Approach -- 1.4 Analysis and the Depicted Conditions -- 1.4.1 Toddlers’ Outdoor Play, Imagination and Cultural Formation -- 1.4.2 Providing Outdoor Experiences for Infants and Toddlers: Pedagogical Possibilities and Challenges from a Brazilian Early Education Center Case Study -- 1.4.3 Princesses (Don’t) Run in the Mud. Tracing Child’s Perspectives in Parental Perception of Cultural Formation Through Outdoor Activities in Norwegian ECEC S -- 1.4.4 Children’s Play and Social Relations in Nature and Kindergarten Playground: Examples from Norway ---

10.4.2 Everyday Adult-Child Interactions that Support the Cultural Formation of E-STEM Concepts.

5.4 Studying children’s Outdoor Play Activities and Social Relations -- 5.4.1 The Kindergarten -- 5.4.2 Children -- 5.4.3 Kindergarten Teachers -- 5.4.4 The Empirical Material -- 5.5 Benjamin’s Play Activities and Participation in Playgroups -- 5.5.1 Example 1. The King’s Place -- 5.5.1.1 ’What Does She Want to Hear From Us?’ -- 5.5.2 Example 2: ’Hey, Don’t Push Me!’ -- 5.6 Discussion -- 5.7 Conclusion -- References -- Chapter 6: Utilisation and Design of Kindergarten Outdoor Space and the Outdoor Activities: A Case Study of Kindergartens in Bergen, Norway and Anji in China -- 6.1 Introduction -- 6.2 The Background -- 6.2.1 Anji and Bergen -- 6.2.2 Anji Play: The Way to ’True Play’ -- 6.3 Cultural Relativism -- 6.4 Method -- 6.5 Utilisation and Design of Kindergarten Outdoor Space from the Institutional Level ---

7.5.2 The Time Schedule on the Outdoor Playground -- 7.5.3 Time Regulation of the Transitions Between Activities -- 7.5.3.1 Transition from Indoor to Outdoor Activities in the Chinese Kindergarten -- 7.5.3.2 Transition from Indoor to Outdoor Activities in the Norwegian Kindergarten -- 7.5.4 Analyses of Values, Expectations, and Goals during Outdoor Playtime -- 7.6 Discussion -- 7.6.1 Time Regulation as Condition for Institutional Practices -- 7.6.2 Conditions for Play and Cultural Formation -- 7.7 Concluding Remarks -- References -- Chapter 8: Exploring the Taken-for-Granted Advantage of Outdoor Play in Norwegian Early Childhood Education -- 8.1 Introduction -- 8.2 Theoretical Framework -- 8.3 Method -- 8.4 Analysis and Findings: Conflicts in the Four Perspectives -- 8.4.1 Conflict from the Personal Perspective ---

Chapter 4: Princesses (Don’t) Run in the Mud: Tracing the Child’s Perspective in Parental Perceptions of Cultural Formation Through Outdoor Activities in Norwegian ECEs -- 4.1 Introduction -- 4.2 The Cultural Historical Wholeness Approach and Cultural Formation -- 4.3 Cultural Formation -- 4.4 The Child’s and Children’s Perspectives -- 4.5 Gender Equality: A Value Position Occurring Across Countries and Societies (Poland and Norway) -- 4.6 The Heteronormative Matrix: Background to (Traditional) Gender Dualism -- 4.7 Methodology -- 4.7.1 Content Analysis with a Focus on Outdoor Education -- 4.7.2 Research Participants -- 4.7.3 Researcher -- 4.7.4 Ethics -- 4.8 Results -- 4.8.1 Gender-Traditional Parents of Boys -- 4.8.1.1 "Manning the Boys Up": Outdoor Activities Safeguarding Heteronorm -- 4.8.2 Gender-Liberal Parents of Boys ---

10.4.2.1 Indirect Attention on Abstraction.

4.8.2.3 Witnessing Girls as Equally Strong: Facilitating Gender Equality in the Future -- 4.8.3 Gender-Traditional Parents of Girls -- 4.8.3.1 Outdoor Activities as a Tool of Normative Disaster -- 4.8.3.2 It’s Not for the Girls, But It’s Good for My Relationship with My Daughter -- 4.8.4 Gender-Liberated Parents of Girls -- 4.8.4.1 Outdoor Activities as an Institutional Way of Meeting the Girls’ Diverse Interests -- 4.8.4.2 Outdoor Activity and Interaction with Staff as Creating Children’s Subjectivity -- 4.9 Discussion -- 4.10 Conclusions -- References -- Chapter 5: Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway -- 5.1 Introduction -- 5.2 Theoretical Perspective on Play -- 5.3 Children’s Learning, Development and Cultural Formation ---

8.4.2.1 Education in Nature Versus Valuing Institutional Activities -- 8.4.2.2 Valuing Children as Tribes Separated from Adults Versus Intergenerational Perspectives -- 8.4.2.3 Motivations for Outdoor Activities Versus Claims for more Administrative Tasks -- 8.4.3 Conflict from the Cultural Perspective -- 8.4.3.1 Unstructured Outdoor Activities Versus Measurable Educational Outcomes -- 8.4.4 Conflicts from the Perception of Nature -- 8.4.4.1 Nature as Good Versus Nature as Dangerous -- 8.4.4.2 Nature as Valuable in Itself Versus Nature as a Tool for Meeting Human Needs -- 8.5 Summing Up and Exploring the Emerging Conflicts -- Acknowledgements I acknowledge support from The Research Council of Norway (project code 275575), Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures (KINDknow) and Western Norway University of Applied Sciences. ---

10.4.2 Everyday Adult-Child Interactions that Support the Cultural Formation of E-STEM Concepts.

4.8.2.1 Creating One’s Self in Respectful Dialogue with the Staff, Who Impose Activities But Not Attitudes -- 4.8.2.2 Outdoor Activities as Meeting the Child’s Interests and Preventing "Drop-Out".

5.4 Studying children’s Outdoor Play Activities and Social Relations -- 5.4.1 The Kindergarten -- 5.4.2 Children -- 5.4.3 Kindergarten Teachers -- 5.4.4 The Empirical Material -- 5.5 Benjamin’s Play Activities and Participation in Playgroups -- 5.5.1 Example 1. The King’s Place -- 5.5.1.1 ’What Does She Want to Hear From Us?’ -- 5.5.2 Example 2: ’Hey, Don’t Push Me!’ -- 5.6 Discussion -- 5.7 Conclusion -- References -- Chapter 6: Utilisation and Design of Kindergarten Outdoor Space and the Outdoor Activities: A Case Study of Kindergartens in Bergen, Norway and Anji in China -- 6.1 Introduction -- 6.2 The Background -- 6.2.1 Anji and Bergen -- 6.2.2 Anji Play: The Way to ’True Play’ -- 6.3 Cultural Relativism -- 6.4 Method -- 6.5 Utilisation and Design of Kindergarten Outdoor Space from the Institutional Level ---

6.5.1 Challenge and Breakthrough: Kindergarten Return to Nature -- 6.5.2 Inheritance and Continuation: Kindergarten in Nature -- 6.5.3 Similarities and Differences of Kindergarten Outdoor Environment from the Institutional and Societal Levels.

7.5.2 The Time Schedule on the Outdoor Playground -- 7.5.3 Time Regulation of the Transitions Between Activities -- 7.5.3.1 Transition from Indoor to Outdoor Activities in the Chinese Kindergarten -- 7.5.3.2 Transition from Indoor to Outdoor Activities in the Norwegian Kindergarten -- 7.5.4 Analyses of Values, Expectations, and Goals during Outdoor Playtime -- 7.6 Discussion -- 7.6.1 Time Regulation as Condition for Institutional Practices -- 7.6.2 Conditions for Play and Cultural Formation -- 7.7 Concluding Remarks -- References -- Chapter 8: Exploring the Taken-for-Granted Advantage of Outdoor Play in Norwegian Early Childhood Education -- 8.1 Introduction -- 8.2 Theoretical Framework -- 8.3 Method -- 8.4 Analysis and Findings: Conflicts in the Four Perspectives -- 8.4.1 Conflict from the Personal Perspective ---

8.4.1.1 Less Controlled Play Versus the Need for Teachers to Be Present and Involved -- 8.4.2 Conflicts from the Institutional Perspective.

Chapter 4: Princesses (Don’t) Run in the Mud: Tracing the Child’s Perspective in Parental Perceptions of Cultural Formation Through Outdoor Activities in Norwegian ECEs -- 4.1 Introduction -- 4.2 The Cultural Historical Wholeness Approach and Cultural Formation -- 4.3 Cultural Formation -- 4.4 The Child’s and Children’s Perspectives -- 4.5 Gender Equality: A Value Position Occurring Across Countries and Societies (Poland and Norway) -- 4.6 The Heteronormative Matrix: Background to (Traditional) Gender Dualism -- 4.7 Methodology -- 4.7.1 Content Analysis with a Focus on Outdoor Education -- 4.7.2 Research Participants -- 4.7.3 Researcher -- 4.7.4 Ethics -- 4.8 Results -- 4.8.1 Gender-Traditional Parents of Boys -- 4.8.1.1 "Manning the Boys Up": Outdoor Activities Safeguarding Heteronorm -- 4.8.2 Gender-Liberal Parents of Boys ---

Chapter 9: ’All of the Wild’: Cultural Formation in Wales Through Outdoor Play at Forest School -- 9.1 Background -- 9.2 Theoretical Approach -- 9.3 Method -- 9.4 Material -- 9.5 Analysis -- 9.5.1 Conflict: Institutional Conditions for Outdoor Play -- 9.5.2 Conflict: Motive Orientations and the Personal Perspective -- 9.6 Discussion -- Acknowledgements A much-valued PhD studentship from the Wales Centre for Equity in Education and The University of Wales Trinity Saint David supported the research upon which this chapter is based. -- Chapter 10: E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment -- 10.1 Introduction -- 10.2 Background Literature on Sustainability -- 10.3 The Study -- 10.3.1 Participants -- 10.3.2 Procedure -- 10.4 Findings -- 10.4.1 Everyday Family Practices that Give Time and Space to the Cultural Formation of E-STEM ---

10.4.2.1 Indirect Attention on Abstraction.

2.7.1 Cultural Formation in Toddlers’ Outdoor Environment -- 2.7.2 Family Members’ Encouragement of Toddler’s Imaginative Transformations Through Active Exploration in Outdoor Environments -- 2.8 Conclusion -- References -- Chapter 3: Providing Outdoor Experiences for Infants and Toddlers: Pedagogical Possibilities and Challenges from a Brazilian Early Childhood Education Centre Case Study -- 3.1 Urbanization in Latin America and Children’s Access to Outdoors -- 3.2 Research Question and Objective -- 3.3 Theoretical Approach -- 3.4 Methodology -- 3.5 Results and Discussion -- 3.5.1 Attached Outdoor Spaces as Part of Everyday Life -- 3.5.2 Projects, Workshops and the Diversification of Spaces -- 3.5.3 Paving the Way for the Wider (Green and Concrete) Outdoor Areas -- 3.6 Final Considerations -- References ---

4.8.2.3 Witnessing Girls as Equally Strong: Facilitating Gender Equality in the Future -- 4.8.3 Gender-Traditional Parents of Girls -- 4.8.3.1 Outdoor Activities as a Tool of Normative Disaster -- 4.8.3.2 It’s Not for the Girls, But It’s Good for My Relationship with My Daughter -- 4.8.4 Gender-Liberated Parents of Girls -- 4.8.4.1 Outdoor Activities as an Institutional Way of Meeting the Girls’ Diverse Interests -- 4.8.4.2 Outdoor Activity and Interaction with Staff as Creating Children’s Subjectivity -- 4.9 Discussion -- 4.10 Conclusions -- References -- Chapter 5: Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway -- 5.1 Introduction -- 5.2 Theoretical Perspective on Play -- 5.3 Children’s Learning, Development and Cultural Formation ---

6.6 Learning and Reflection of Outdoor Play from the Individual Level -- 6.7 Significant Features of Cultural Formation from the Three Levels -- 6.8 Conclusion -- Acknowledgements We acknowledge support from Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education (Diku), The UTFORSK Programme hosted by Asta Birkeland, Western Norway University of Applied Sciences, Kindergarten -- Chapter 7: Time Regulation as Institutional Condition for Children’s Outdoor Play and Cultural Formation in Kindergarten -- 7.1 Introduction -- 7.2 Theoretical Framework -- 7.3 Studying Children’s Outdoor Play Activities in Kindergarten -- 7.3.1 The Sample of Kindergartens -- 7.3.2 Participants -- 7.3.3 Empirical Material and Analyses -- 7.4 Ethics -- 7.5 Findings and Analysis of Empirical Material -- 7.5.1 The General Daily Time Schedule ---

8.4.2.1 Education in Nature Versus Valuing Institutional Activities -- 8.4.2.2 Valuing Children as Tribes Separated from Adults Versus Intergenerational Perspectives -- 8.4.2.3 Motivations for Outdoor Activities Versus Claims for more Administrative Tasks -- 8.4.3 Conflict from the Cultural Perspective -- 8.4.3.1 Unstructured Outdoor Activities Versus Measurable Educational Outcomes -- 8.4.4 Conflicts from the Perception of Nature -- 8.4.4.1 Nature as Good Versus Nature as Dangerous -- 8.4.4.2 Nature as Valuable in Itself Versus Nature as a Tool for Meeting Human Needs -- 8.5 Summing Up and Exploring the Emerging Conflicts -- Acknowledgements I acknowledge support from The Research Council of Norway (project code 275575), Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures (KINDknow) and Western Norway University of Applied Sciences. ---

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