By exploring the key issues, arguments and messages that exist in the field, Cross-Cultural Perspectives on Early Childhood provides an international, comparative look at aspects of early childhood education and care. Pedagogical practices, learning cultures and the professional development of practitioners are considered within the wider political agenda of different countries. Pertinent policy and practice issues, such as numeracy and literacy, are carefully examined. Theodora Papatheodorou and Janet Moyles highlight how important it is to engage with and listen to children, to provide positive learning encounters.
Chapter 2: Valuing Outdoor Spaces: Different Models of Outdoor Learning in the Early Years
Valuing Outdoor Spaces: Different Models of Outdoor Learning in the Early Years
For the first time in 2007, the new English Early Years Foundation Stage (EYFS) curriculum stated that outdoor spaces are as important to young children's learning as the indoor environment and that they should be outside for some part of every day. Forest School (FS) is impacting on early years provision in the UK, valuing an engagement with wilder spaces. It is still less pervasive than the Friluftsliv tradition is in Sweden and Norway (Dahle, 2003), or Udeskøle is in Denmark (Bentsen et al., 2009), which seem to symbolise a love of the environment embedded into the culture of those countries. In ...