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
An Australian Perspective: Seeking Sustainability in Early Childhood Outdoor Play Spaces
An Australian Perspective: Seeking Sustainability in Early Childhood Outdoor Play Spaces
INTRODUCTION
In this chapter, a social constructivist lens (Crotty, 1998) is employed to explore understandings of sustainability, education for sustainability (EfS) and outdoor play spaces. Further, critical theory (Friere, 1976) offers a frame for interrogating assumptions and misconceptions about educator roles and children's learning in this arena. Key emergent issues here include an assumption that playing outdoors per se, particularly in natural settings, constitutes education for sustainability, and misconceptions about the pedagogical role of educators in facilitating EfS. These issues are highly pertinent given the recent implementation of sustainability policy ...
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