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Children's holistic learning during self-initiated outdoor play in a Norwegian kindergarten.

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Title: Children's holistic learning during self-initiated outdoor play in a Norwegian kindergarten.
Authors: Aslanian, Teresa K.1 tea@usn.no, Bjerknes, Anne-Line2, Andresen, Anne Kristin1
Source: European Early Childhood Education Research Journal. Jun2024, Vol. 32 Issue 3, p371-382. 12p.
Subject Terms: *Holistic education, *Pedagogical content knowledge, *Outdoor education, *Teaching models, *Preschool education, Social interaction
Geographic Terms: Norway
Abstract: This article explores children's self-initiated outdoor play and holistic learning in a Norwegian kindergarten. While children's self-initiated play is valued in Nordic ECEC, it is rarely analyzed in relation to holistic learning. To explore how children's self-initiated outdoor play contributes to children's holistic learning in ECEC, we observed a group of twenty-four-five-year-old children during outdoor play in a Norwegian kindergarten, taking field notes and photographs. We analyzed it with a biosocial approach, where learning is understood as produced through an assemblage of social and biological forces. We found that with a creative and imaginative attitude, children sought intense and novel physical experiences and interactions with each other, other species, and things, while also navigating rules, relationships, and their own and others' emotions. We discussed the strategies we observed in relation to 'indirect pedagogy' and teacher-led pedagogy, challenges relating to risk, and young children's opportunities for holistic learning through self-initiated play in ECEC. [ABSTRACT FROM AUTHOR]
Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Children's holistic learning during self-initiated outdoor play in a Norwegian kindergarten.
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  Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Jun2024, Vol. 32 Issue 3, p371-382. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Holistic+education%22">Holistic education</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Outdoor+education%22">Outdoor education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+models%22">Teaching models</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Data: This article explores children's self-initiated outdoor play and holistic learning in a Norwegian kindergarten. While children's self-initiated play is valued in Nordic ECEC, it is rarely analyzed in relation to holistic learning. To explore how children's self-initiated outdoor play contributes to children's holistic learning in ECEC, we observed a group of twenty-four-five-year-old children during outdoor play in a Norwegian kindergarten, taking field notes and photographs. We analyzed it with a biosocial approach, where learning is understood as produced through an assemblage of social and biological forces. We found that with a creative and imaginative attitude, children sought intense and novel physical experiences and interactions with each other, other species, and things, while also navigating rules, relationships, and their own and others' emotions. We discussed the strategies we observed in relation to 'indirect pedagogy' and teacher-led pedagogy, challenges relating to risk, and young children's opportunities for holistic learning through self-initiated play in ECEC. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/1350293X.2023.2257911
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      – Code: eng
        Text: English
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        PageCount: 12
        StartPage: 371
    Subjects:
      – SubjectFull: Holistic education
        Type: general
      – SubjectFull: Pedagogical content knowledge
        Type: general
      – SubjectFull: Outdoor education
        Type: general
      – SubjectFull: Teaching models
        Type: general
      – SubjectFull: Preschool education
        Type: general
      – SubjectFull: Social interaction
        Type: general
      – SubjectFull: Norway
        Type: general
    Titles:
      – TitleFull: Children's holistic learning during self-initiated outdoor play in a Norwegian kindergarten.
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            NameFull: Aslanian, Teresa K.
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            NameFull: Bjerknes, Anne-Line
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            NameFull: Andresen, Anne Kristin
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            – D: 01
              M: 06
              Text: Jun2024
              Type: published
              Y: 2024
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            – TitleFull: European Early Childhood Education Research Journal
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