Outdoor Kindergarten: Achieving Outcomes with A Place-based & Landbased Approach to Emergent Curriculum
Many educators have come to realize the value of including the outdoor environment in their pedagogy and curricula. This article aims to contribute to the growing field of research on how children may learn through emergent creative outdoor play, and considers the benefits and needed re emergence of...
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The Morning Watch: Educational and Social Analysis
2021
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ftmemunijournals:oai:journals.library.mun.ca:article/2265 2024-06-09T07:46:01+00:00 Outdoor Kindergarten: Achieving Outcomes with A Place-based & Landbased Approach to Emergent Curriculum Card, Breanne Burke, Anne 2021-04-09 application/pdf http://journals.library.mun.ca/index.php/mwatch/article/view/2265 eng eng The Morning Watch: Educational and Social Analysis http://journals.library.mun.ca/index.php/mwatch/article/view/2265/1799 http://journals.library.mun.ca/index.php/mwatch/article/view/2265 The Morning Watch: Educational and Social Analysis; Vol. 47 No. 1 - Spring (2021): Education in the Circumpolar North 0384-50-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2021 ftmemunijournals 2024-05-16T04:02:03Z Many educators have come to realize the value of including the outdoor environment in their pedagogy and curricula. This article aims to contribute to the growing field of research on how children may learn through emergent creative outdoor play, and considers the benefits and needed re emergence of this nature-based approach in society for all children in primary school education. The Outdoor Kindergarten model is an approach that is both current and authentic in its practice of place-based education and land-based learning. Potential benefits associated with implementing an Outdoor Kindergarten model in urban areas, which celebrate land-based teaching are discussed. In addition, Indigenous students in particular have had many challenges, beyond much of their control, connecting with the Canadian school system, as many do not see themselves nor their culture reflected within the current curriculum. Indigenous children have experienced their environment through teachings, ceremonies, exploration, and outdoor play for centuries before colonization and the eventual implementation of residential schools. Outdoor Kindergarten and play-based concepts offer particular value to these communities. In this article we provide powerful vignettes illustrating how Outdoor Kindergarten concepts can meet Newfoundland and Labrador curricular outcomes while addressing cultural curriculum and also develop inspiring inquiries on the land. In our article, we show how emergent land-based programming can support a strong sense of self, place, and community. It is the view of the authors that the Outdoor Kindergarten model also has the opportunity to support First Nations, Métis, and Inuit children culturally, socially, and academically. Article in Journal/Newspaper First Nations inuit Newfoundland Memorial University of Newfoundland: Electronic Journals Newfoundland |
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English |
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Many educators have come to realize the value of including the outdoor environment in their pedagogy and curricula. This article aims to contribute to the growing field of research on how children may learn through emergent creative outdoor play, and considers the benefits and needed re emergence of this nature-based approach in society for all children in primary school education. The Outdoor Kindergarten model is an approach that is both current and authentic in its practice of place-based education and land-based learning. Potential benefits associated with implementing an Outdoor Kindergarten model in urban areas, which celebrate land-based teaching are discussed. In addition, Indigenous students in particular have had many challenges, beyond much of their control, connecting with the Canadian school system, as many do not see themselves nor their culture reflected within the current curriculum. Indigenous children have experienced their environment through teachings, ceremonies, exploration, and outdoor play for centuries before colonization and the eventual implementation of residential schools. Outdoor Kindergarten and play-based concepts offer particular value to these communities. In this article we provide powerful vignettes illustrating how Outdoor Kindergarten concepts can meet Newfoundland and Labrador curricular outcomes while addressing cultural curriculum and also develop inspiring inquiries on the land. In our article, we show how emergent land-based programming can support a strong sense of self, place, and community. It is the view of the authors that the Outdoor Kindergarten model also has the opportunity to support First Nations, Métis, and Inuit children culturally, socially, and academically. |
format |
Article in Journal/Newspaper |
author |
Card, Breanne Burke, Anne |
spellingShingle |
Card, Breanne Burke, Anne Outdoor Kindergarten: Achieving Outcomes with A Place-based & Landbased Approach to Emergent Curriculum |
author_facet |
Card, Breanne Burke, Anne |
author_sort |
Card, Breanne |
title |
Outdoor Kindergarten: Achieving Outcomes with A Place-based & Landbased Approach to Emergent Curriculum |
title_short |
Outdoor Kindergarten: Achieving Outcomes with A Place-based & Landbased Approach to Emergent Curriculum |
title_full |
Outdoor Kindergarten: Achieving Outcomes with A Place-based & Landbased Approach to Emergent Curriculum |
title_fullStr |
Outdoor Kindergarten: Achieving Outcomes with A Place-based & Landbased Approach to Emergent Curriculum |
title_full_unstemmed |
Outdoor Kindergarten: Achieving Outcomes with A Place-based & Landbased Approach to Emergent Curriculum |
title_sort |
outdoor kindergarten: achieving outcomes with a place-based & landbased approach to emergent curriculum |
publisher |
The Morning Watch: Educational and Social Analysis |
publishDate |
2021 |
url |
http://journals.library.mun.ca/index.php/mwatch/article/view/2265 |
geographic |
Newfoundland |
geographic_facet |
Newfoundland |
genre |
First Nations inuit Newfoundland |
genre_facet |
First Nations inuit Newfoundland |
op_source |
The Morning Watch: Educational and Social Analysis; Vol. 47 No. 1 - Spring (2021): Education in the Circumpolar North 0384-50-28 |
op_relation |
http://journals.library.mun.ca/index.php/mwatch/article/view/2265/1799 http://journals.library.mun.ca/index.php/mwatch/article/view/2265 |
_version_ |
1801375700576370688 |