Play and Learning Outdoors: Engaging with the Natural World Using Forest School in the UK

2016 ◽  
pp. 115-136 ◽  
Author(s):  
Clare Austin ◽  
Zoe Knowles ◽  
Kaye Richards ◽  
Mel McCree ◽  
Jo Sayers ◽  
...  
2015 ◽  
pp. 1-22 ◽  
Author(s):  
Clare Austin ◽  
Zoe Knowles ◽  
Kaye Richards ◽  
Mel McCree ◽  
Jo Sayers ◽  
...  

eye brings you another batch of the latest products and books on offerEarly Years Assessment: Physical Development: Moving and handling Trudi Fitzhenry, Karen Murphy ISBN 9781472954565 £14.99. Paperback Publisher Pre-school Learning Alliance Orders Tel: 01256 302699; www.bloomsbury.com/uk Review by Neil HentyAn A-Z Collection of Behaviour Tales: From Angry Ant to Zestless Zebra Susan Perrow ISBN 9781907359866 £15.99. Paperback Publisher Hawthorn Press Orders Tel: 01453 757040 [email protected] www.hawthornpress.com Review by Neil HentyUnderstanding sustainability in early childhood education: case studies and approaches from across the UK Edited by Diane Boyd, Nicky Hirst, John Siraj-Blatchford ISBN 9781138188297 £24.99. Paperback Publisher Routledge Orders via 01235 400400 www.routledge.com/education Review by Neil HentyThe Lost Words by Robert McFarlane and Jackie Morris [£20.00 from Hamish Hamilton; ISBN: 9780241253588]All the Way Home by Debi Gliori [£12.99 from Bloomsbury; ISBN: 9781408872079]The Gnome's Winter Journey by Ernst Kreidolf [£10.99 from Floris Book; ISBN: 9781782504375]The Snowbear by Sean Taylor and Claire Alexander [£11.99 from Words and Pictures; ISBN: 9781910277393]The Shepherd Boy and the Christmas Gift by Aly Hilberts and Sanne Dufft [£10.99 from Floris Books; ISBN: 9781782504382]Developing young children's mathematical learning outdoors: linking pedagogy and practice Lynda Keith ISBN 9781138237155 £19.99. Paperback Publisher Routledge Orders www.routledge.com/education; orders via 01235 400400 Review by Neil HentyDisability and Inclusion in Early Years Education Edited by Chris Collett ISBN 9781138638280 £19.99. Paperback Publisher Routledge Orders www.routledge.com/education; orders via 01235 400400 Review by Neil HentyMaking Sense of Neuroscience in the Early Years Sally Featherstone ISBN 9781138937949 £18.99 Paperback Publisher Bloomsbury Orders Tel: 01256 302699; www.bloomsbury.com/uk Review by Neil Henty

2017 ◽  
Vol 19 (8) ◽  
pp. 46-48

2018 ◽  
Vol 45 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Janine K. Coates ◽  
Helena Pimlott‐Wilson

2020 ◽  
pp. 147821032097809
Author(s):  
Chris Beeman

Consideration of risk and liability in outdoor educative practice has normally been limited to the narrow risks, usually to physical health, of incidents that can cause a particular injury. In this view of risk management, the more readily controlled the circumstance, the less likelihood of risk and consequent liability. Thus, to reduce risk, learning in the natural world is often avoided because it occurs in far more complex and less controllable contexts than human-created ones. However, wider and more grave risks to physical, emotional and mental health that may accrue through a life that is lived in separation from the natural world are not often considered or evaluated. In part, this may be because these kinds of risks are less immediately evident, and liability for negative outcomes may be more difficult to measure. Thus, there is less incentive to consider them. However, delayed outcomes are still outcomes. To consider easily discerned narrow risk alone, while ignoring more complex and longer-term wide risk, is no excuse for avoiding the ethical responsibility that public education carries to provide both the safest and most fecund context for learning. This paper introduces the concept of wide risk as a counterpoint to the narrow risk calculations now performed, and argues that in incorporating an understanding of wide risk in educative practice, at least two results are likely. The first is that learning outdoors will frequently be discovered to be a less risky alternative, if a broad range of outcomes over time are considered. The second is that the value of embracing risk in all aspects of learning ought to become a part of the learning process, and part of what is taught in public schools.


Author(s):  
Lynne Cameron

This discourse-based study investigated semantic and affective aspects of metaphors used by people talking about background risk of terrorism. 96 members of the UK public participated in 12 focus group discussions, organized by gender, religion (Muslim / non-Muslim), and socio-economic status. 12,362 metaphors were identified in transcribed talk, coded for vehicle domain and discourse topic, and subjected to qualitative and some quantitative analyses. In contrast to negative, dominant metaphors found in studies of media and political discourse, 'ordinary' people use an intersecting range of systematic metaphors, including "GAMES OF CHANCE", "NATURAL WORLD" and "THEATER". Affect works across linguistic metaphors with various source domains, and in connection with non-metaphorical language such as reflection on action and explicit expression of empathy. Gender, religion and social class intersect in metaphor preferences.


2021 ◽  
Vol 3 ◽  
Author(s):  
Julian Dobson ◽  
Tony Gore ◽  
Kim Graham ◽  
Kate Swade

Research has suggested that connexions between humans and the natural world lead to increased well-being and generate pro-environmental attitudes, which in turn benefit nature. This article asks whether users of outdoor public spaces in the UK during the Covid-19 pandemic in 2020 experienced greater connectedness with nature, consistent with the five “pathways to nature connectedness” identified in previous research. Semi-structured interviews were conducted with a purposive sample of 42 individuals on their use of green and public spaces during the UK's lockdown, while a further 29 participants responded to an online survey. While the research revealed the importance of nature connectedness, only three of the five pathways were well-evidenced, and these connexions were frequently mediated by social activities. The article advances the study of nature connectedness by identifying challenges in applying the pathways framework and suggesting areas for further research to understand how the pathways operate in real-world conditions.


2021 ◽  
Author(s):  
Jeff Ollerton

A unique and personal insight into the ecology and evolution of pollinators, their relationships with flowers, and their conservation in a rapidly changing world. The pollination of flowers by insects, birds and other animals is a fundamentally important ecological function that supports both the natural world and human society. Without pollinators to facilitate the sexual reproduction of plants, the world would be a biologically poorer place in which to live, there would be an impact on food security, and human health would suffer. Written by one of the world’s leading pollination ecologists, this book provides an introduction to what pollinators are, how their interactions with flowers have evolved, and the fundamental ecology of these relationships. It explores the pollination of wild and agricultural plants in a variety of habitats and contexts, including urban, rural and agricultural environments. The author also provides practical advice on how individuals and organisations can study, and support, pollinators. As well as covering the natural history of pollinators and flowers, the author discusses their cultural importance, and the ways in which pollinator conservation has been portrayed from a political perspective. The book draws on field work experiences in South America, Africa, Australia, the Canary Islands and the UK. For over 30 years the author has spent his career researching how plants and pollinators evolve relationships, how these interactions function ecologically, their importance for society, and how we can conserve them in a rapidly changing world. This book offers a unique and personal insight into the science of pollinators and pollination, aimed at anyone who is interested in understanding these fascinating and crucial ecological interactions.


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