Summary
Contents
Subject index
There has been a growing academic interest in the role of outdoor spaces for play in a child's development. The SAGE Handbook of Outdoor Play and Learning 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 Links Between Research and Practice
Outdoor Play and Learning in the Landscape of Children's Rights
Outdoor Play and Learning in the Landscape of Children's Rights
INTRODUCTION
The importance of playing has been widely described by authors and thinkers of both a practical and philosophical bent and by children and young people themselves. Closely linked to ideas of what a ‘good’ childhood looks like, playing might be described as a barometer of how children's place in society is understood.
Expressed in article 31 of the United Nations Convention on the Rights of the Child (UNCRC), play as a right of all children has recently become the subject of greater examination (Fronczek, 2009; Lester and Russell, 2010; Davey and ...
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