The SAGE Handbook of Outdoor Play and Learning, 1st Edition

  • Tim Waller
  • Published By: SAGE
  • ISBN-10: 1526415518
  • ISBN-13: 9781526415516
  • DDC: 371.3
  • Grade Level Range: 9th Grade - College Senior
  • 706 Pages | eBook
  • Original Copyright 2017 | Published/Released July 2018
  • This publication's content originally published in print form: 2017

  • Price:  Sign in for price



There has been a growing academic interest in the role of outdoor spaces for play in a child's development. This resource represents a coordinated and comprehensive volume of international research on this subject edited by members of the well-established European Early Childhood Education Research Association Outdoor Play and Learning SIG (OPAL). Chapters written by authors from Europe, North and South America, Australasia, and Asia Pacific countries are organised into six sections: Theoretical Frameworks and Conceptual Approaches for Understanding Outdoor Play & Learning; Critical Reflections on Policy and Regulation in Outdoor Play & Learning; Children's Engagement with Nature, Sustainability and Children's Geographies; Diverse Contexts and Inclusion in Children's Outdoor Play Environments; Methodologies for Researching Outdoor Play and Learning; and Links Between Research and Practice.

Table of Contents

Front Cover.
Half Title Page.
Other Frontmatter.
Title Page.
Copyright Page.
List of Figures.
List of Tables.
Notes on the Editors and Contributors.
Theoretical Frameworks and Conceptual Approaches.
1: Theoretical Framework of Developmental Theories of Play.
2: Affordance Theory in Outdoor Play.
3: Technology and Outdoor Play: Concerns and Opportunities.
4: Outdoor Play in Recess Time.
5: Outdoor Play and Cognitive Development.
6: Forest School for the Early Years in England.
Critical Reflections on Policy and Regulation.
7: Risk and Safety in Outdoor Play.
8: The Evolution of Policy on Risk Management in Outdoor Play.
9: Outdoor Play Spaces in Canada: As if Children Mattered.
10: The Rise of Outdoor Play and Education Issues in Preschools in South Korea.
11: Outdoor Play in Latin American Early Childhood and Elementary Schools: A Review of the Literature.
12: How to Revitalize American Playgrounds.
Children’s Engagement with Nature, Sustainability and Children’s Geographies.
13: Early Childhood Education for Sustainability: The Relationship between Young Children’s Participation and Agency – Children and Nature.
14: Considering Children’s Opportunities for Exploration of their Local Environment and Engagement with Nature1.
15: Nature Preschools in Denmark, Sweden, Germany and Norway: Characteristics and Differences.
16: Places for Symbolic Play in Nature Environments.
17: Assessing Free Play Behaviour in Urban Play Spaces.
18: Nature Pedagogy – An Exploration of the Storied Narratives that Illustrate its Application Across Spaces Inside, Outside and Beyond.
19: An Australian Perspective: Seeking Sustainability in Early Childhood Outdoor Play Spaces.
Diverse Contexts and Inclusion in Children’s Outdoor Play Environments.
20: Belonging in Nature: Spirituality, Indigenous Cultures and Biophilia.
21: Along Paths of Movement: Sámi Children and Early Childhood Student Teachers as Wayfarers.
22: Gender Issues in Outdoor Play.
23: Outdoor Play and Learning in the Landscape of Children’s Rights.
24: Multilingual Development and Outdoor Play.
25: Relating with Land/Engaging with Elders: Accessing Indigenous Knowledges in Early Childhood Education through Outdoor Encounters.
26: Men and Women in Outdoor Play – The Gender Perspective.
Methodologies for Researching Outdoor Play and Learning.
27: Participatory Research with Very Young Children.
28: Developing the Pedagogic Method Narrative Journey.
29: Take Two: Using Video as an Analysis Tool for Outdoor Play.
30: The Importance of Randomized Controlled Trials as an Evidence Base.
31: Indigenous Methodologies in Education Research: Case Study of Children’s Play in Solomon Islands.
32: ‘Naturalizar Educativamente’: The Chilean Quest for Introducing Outdoor Learning and Play in Early Childhood Education.
33: Indigenizing Outdoor Play in New Zealand: A Conversation Analysis Approach.
Links between Research and Practice.
34: Investigating Children’s Collecting Behavior Outdoors.
35: Enhancing the Outdoor Learning Spaces for Pre-Primary Classes in Western Ethiopia.
36: Outdoor Play and Learning in Preschools in South Africa.
37: Early Childhood Teachers’ (Pre- and Compulsory School Teachers) Use of the Outdoor Environment in Children’s Learning about Living Beings.
38: Storied Landscapes: Children’s Experiences and the ‘Sense’ of Place.
39: The Magic of Outdoor Play: A Phenomenological Hermeneutic Approach.
40: The Benefits of Children’s Outdoor Free Play Activities: Examining Physical Activity in Japan.