Outdoor Play and Learning Special Interest Group European Early Childhood Education Research Association (EECERA)
SIG Convenors Ellen Beate H. Sandseter [
[email protected]]
Queen Maud University College, Norway
Eva Ärlemalm-Hagser Malardalens Hogskola, Sweden [
[email protected]] Shirley Wyver Macquarie University, Australia [
[email protected]] Prof Trisha Maynard Canterbury Christ Church University, England [
[email protected]] Prof Tim Waller [
[email protected]]
Anglia Ruskin University, England
SIG website: https://sites.google.com/site/outdoorplaylearning/ Report on SIG Activities 2011-12. 1.Publications (selected examples) Engdahl,I., Karlsson,B., Hellman, A., & Ärlemalm-Hagsér,E. ( 2012). Lärande för hållbar utveckling - är det någonting för förskolan, eller?: rapport om OMEP:s projekt Lärande för hållbar utveckling i praktiken [Education for Sustainable Development is it something for the Preschool? Report on OMEP's Project Education for Sustainable Development in practice]. Stockholm: Organisation Mondiale Pour l´Education. Retrieved from http://www.omep.org.se/uploads/files/esdboken_hemsidan.pdf Hellman, A. & Ärlemalm – Hagsér, E. (2011). Demokrati och jämställdhet på förskolegården [Democracy and Equity in Preschoolers Outdoor Play]. KRUT, 141(1), 31-40. Sandberg, A., & Ärlemalm-Hagsér, E. (2011). The Swedish National Curriculum: Play and learning with fundamental values in focus. Australasian Journal of Early Childhood, 36 (1), 44-50.
Ärlemalm-Hagsér, E. & Sandberg, A. (2011). Sustainable development in early childhood education: in-service students' comprehension of the concept, Environmental Education Research Journal, 17 (2), 187-200. Ärlemalm-Hagsér, Eva (forthcoming). Lärande för hållbar utveckling i förskolan – Kunskapsinnehåll, delaktighet och aktörskap kommunicerat i text [Education for Sustainable Development in Swedish Preschools - Knowledge Content and Childrens Active Participation]. Nordisk Barnehageforskning Little, H., Sandseter, E. B. H., & Wyver, S. (in press, 2012). Early childhood teachers' beliefs about children's risky play in Australia and Norway. Contemporary Issues in Early Childhood, 13(4) Sandseter, E. B. H., & Kennair, L. E. O. (2011). Children's risky play from an evolutionary perspective: The anti-phobic effects of thrilling experiences. Evolutionary Psychology, 9(2), 257-284. Sandseter, E. B. H. (2012). Restrictive safety or unsafe freedom? Norwegian ECEC practitioners' perceptions and practices concerning children's risky play. Childcare in Practice, 18(1), 83-101. Sandseter, E.B.H. & Little, H. (2012). Rom for risikofylt lek i barnehagen – en komparativ studie av fysiske omgivelsers betydning for risikofylt lek i Australia og Norge. FoU i Praksis 2011, Rapport fra konferanse om praksisrettet FoU i lærerutdanning, (pp. 409-419). Trondheim, 2011. Sandseter, E. B. H. (2012). Children's risky play in Early Childhood Education and Care. ChildLinks, 3, 2-6. Sandseter, E.B.H, Wyver, S. & Little, H. (in press). Does theory and pedagogy have an impact on provisions for outdoor learning? A comparison of approaches in Australia and Norway. Journal of Adventure Education and Outdoor Learning. Sandseter, E.B.H. & Hagen, T.L. (in press). Norwegian early childhood education and care – the adventure of exploring diverse outdoor environments. In P. Becker, J. Schirp, & M. Vollmar (Eds). Abenteuer, Natur und Frühe Bildung. Opladen/Farmington Hills: Barbara Budrich-Verlag Wyver, S., Tranter, P., Sandseter, E.B.H., Naughton, G., Little, H., Bundy, A., Ragen, J., & Engelen, L. (2012). Places to play outdoors: Sedentary and safe or active and risky? P. Whiteman and K. De Gioia (Eds.). Children and childhoods 1. Perspectives, places and practices. (pp. 85-107). Newcastle: Cambridge Scholar Publishers.
2. Cambridge Workshop and FP7 bid SIG convenors are holding a Workshop in Cambridge from 1-3 September 2012 to scope out and plan an FP7 Marie Curie IRSES bid for staff exchange in the field of outdoor learning. The exchange will facilitate the sharing and dissemination of expertise in outdoor learning and strengthen the research partnerships between the
participants and build on already established research networks. The purpose of the exchange is also to i. Collate and document international research in outdoor learning in early childhood in collaborative papers submitted to peer reviewed journals and an edited international handbook to be published by SAGE. ii. Explore the potential for developing collaborative research projects. iii. To support the development of learning communities around outdoor learning research in each of the participating institutions. 3. Edited Special Edition of Journal Outdoor play and learning in Early Childhood from different cultural perspectives Themed edition of the Journal of Adventure Education and Outdoor Learning: Guest Editors: Ellen Beate Hansen Sandseter, Queen Maud University College of Early Childhood Education, Norway, Eva Ärlemalm-Hagsér, Mälardalen University, School of Education, Culture and Communication, Sweden, Linda Allin, Division of Sport Sciences, Northumbria University, U.K., Heather Prince, Outdoor Studies Quality Group, University of Cumbria, U.K. 4. Number of members This year the Outdoor Play and Learning Special Interest Group got 7 new members. The total number of members is now 80 (9/8/12).
