Educators’ and teachers’ perceptions of outdoor education in Modena
DOI:
https://doi.org/10.6092/issn.1825-8670/18569Keywords:
Outdoor education, Action Research , 0-6 education, Teacher education, Well-being at workAbstract
Outdoor education is a pedagogical orientation that has been present for years in the educational institutions of the municipality of Modena; the latter, through research, monitors the trend in order to identify and resolve problems. Examining the professionalism of the staff in the outdoor education field and the limitations in implementing the practice, this contribution highlights how various factors constitute an obstacle to carrying out the activities, even in the presence of adequate training; the constraints that emerged concern relationships with colleagues and parents, bureaucracy and the physical structure of the service itself. The study therefore offers ideas to take into consideration for the updating and training of educational personnel on outdoor education practices.
References
Aiello, P., Sharma, U., Dimitrov, D. M., Di Gennaro, D. C., Pace, E. M., Zollo, I., & Sibilio, M. (2016). Indagine sulle percezioni del livello di efficacia dei docenti e sui loro atteggiamenti nei confronti dell’inclusione. L’integrazione scolastica e sociale, 15(1), 64-87.
Andersen, L., Corazon, S. S. S., & Stigsdotter, U. K. (2021). Nature exposure and its effects on immune system functioning: A systematic review. International Journal of Environmental Research and Public Health, 18(4). https://doi.org/10.3390/ijerph18041416
Belloi, P., & Buzzega, C. (2022). L’outdoor education a Modena: esperienze e ricerca. Infanzia, 2, 48-53.
Belloi, P., & Pipero, C. F. (2023). I campi d’esperienza nell’outdoor education. Una ricerca-azione nei servizi educativi 0-6 a Modena. Infanzia, 2, 56-62.
Bertolino, F., Antonietti, M., Guerra, M., & Schenetti, M. (2017). Educazione e natura: radici profonde, sfide presenti, prospettive future. In A. Bondioli & D. Savio (Eds.), Crescere bambini. Immagini d’infanzia in educazione e formazione degli adulti (pp. 61-77). Bergamo: Junior.
Bortolotti, A. (2019). Outdoor education. Storia, ambiti, metodi. Milano: Guerini.
Borsari, A., & Ceciliani, A. (2009). La percezione del corpo in movimento. Dalla parte del bambino (prima parte). Infanzia, 4, 299-303.
Cappi, C., & Ceciliani, A. (2011). Outdoor education a 4 anni: un’esperienza di orienteering nella scuola dell’infanzia. Infanzia, 6, 452-457.
Cappi, C., Ceciliani, A., & Orlando, A. M. (2014). Giocare l’inclusione con l’orienteering: dall’indoor all’outdoor education nella scuola dell’infanzia. Parte seconda: le proposte Outdoor. Infanzia, 3, 218-224.
Carson, V., Hunter, S., Kuzik, N., Gray, C. E., Poitras, V. J., Chaput, J. P., Saunders, T. J., Katzmarzyk, P. T., Okely, A. D., Connor Gorber, S., Kho, M. E., Sampson, M., Lee, H., & Tremblay, M. S. (2016). Systematic review of sedentary behaviour and health indicators in school-aged children and youth: An update. Applied Physiology, Nutrition, and Metabolism, 41(6), 240-265. https://doi.org/10.1139/apnm-2015-0630
Clements, R. (2004). An investigation of the status of outdoor play. Contemporary Issues in Early Childhood, 5(1), 68-80.
D’Ascenzo, M. (2018). Per una storia delle scuole all’aperto in Italia. Pisa: ETS.
Dettweiler, U., Ünlü, A., Lauterbach, G., Becker, C., & Gschrey, B. (2015). Investigating the motivational behavior of pupils during outdoor science teaching within self-determination theory. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.00125
Fyfe-Johnson, A. L., Hazlehurst, M. F., Perrins, S. P., Bratman, G. N., Thomas, R., Garrett, K. A., Hafferty, K. R., Cullaz, T. M., Marcuse, E. K., & Tandon, P. S. (2021). Nature and children’s health: A systematic review. Pediatrics, 148(4), 72-94. https://doi.org/10.1542/peds.2020-049155
Farné, R. (2021). Outdoor education: il senso pedagogico del rischio. In F. R. Baravelli (Ed.), Una scuola che insegna a volare (pp. 53-64). Parma: Junior-Bambini.
Hobbs, L. K. (2015). Play-based science learning activities: Engaging adults and children with informal science learning for preschoolers. Science Communication, 37(3), 405-414. https://doi.org/10.1177/1075547015574017
Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00305
Larouche, R., Kleinfeld, M., Charles Rodriguez, U., Hatten, C., Hecker, V., Scott, D. R., Brown, L. M., Onyeso, O. K., Sadia, F., & Shimamura, H. (2023). Determinants of outdoor time in children and youth: A systematic review of longitudinal and intervention studies. International Journal of Environmental Research and Public Health, 20(2). https://doi.org/10.3390/ijerph20021328
Larson, L. R., Green, G. T., & Cordell, H. K. (2011). Children’s time outdoors: Results and implications of the National Kids Survey. Journal of Park and Recreation Administration, 29(2), 1-20.
Li, D., & Sullivan, W. C. (2016). Impact of views to school landscapes on recovery from stress and mental fatigue. Landscape and Urban Planning, 148(4), 149-158. https://doi.org/10.1016/j.landurbplan.2015.12.015
Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., Sahlberg, P., Ward, K., Bentsen, P., Curry, C., & Cowper, R. (2022). Getting out of the classroom and into nature: A systematic review of nature-specific outdoor learning on school children’s learning and development. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.877058
Masseretti, M., & Schenetti, M. (2024). Il valore del rischio nell’esperienza educativa all’aperto. Encyclopaideia, 28(68), 43-55. https://doi.org/10.6092/issn.1825-8670/18407
Miller, N. C., Kumar, S., Pearce, K. L., & Baldock, K. L. (2021). The outcomes of nature-based learning for primary school aged children: A systematic review of quantitative research. Environmental Education Research, 27(8), 1115-1140. https://doi.org/10.1080/13504622.2021.1921117
Nedovic, S., & Morrissey, A. (2013). Calm, active and focused: Children’s responses to an organic outdoor learning environment. Learning Environments Research, 16(2), 281-295. https://doi.org/10.1007/s10984-013-9127-9
Perla, L. (2010). La didattica dell’implicito. Ciò che l’insegnante non sa. Brescia: La Scuola.
Sahoo, S. K., & Senapati, A. (2014). Effect of sensory diet through outdoor play on functional behaviour in children with ADHD. The Indian Journal of Occupational Therapy, 46(2), 49-54.
Scott, G., Boyd, M., & Colquhoun, D. (2013). Changing spaces, changing relationships: The positive impact of learning out of doors. Journal of Outdoor and Environmental Education, 17(1), 47-53. https://doi.org/10.1007/BF03400955
White, R. (2012). A sociocultural investigation of the efficacy of outdoor education to improve learning engagement. Emotional and Behavioural Difficulties, 17(1), 13-23. https://doi.org/10.1080/13632752.2012.652422
World Health Organization (2019). Guidelines on Physical Activity, Sedentary Behaviour and Sleep for Children Under 5 Years of Age. Consultato il 13 ottobre 2024 https://www.who.int/publications/i/item/9789241550536
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Calogero Francesco Pipero
This work is licensed under a Creative Commons Attribution 4.0 International License.
