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Publikasjoner (10 av 19) Visa alla publikasjoner
Kokalj, I., Kejžar, B., Sack, C., Waite, S., Askerlund, P. & Vollmar, M. (Eds.). (2023). Early language development in nature: Practical handbook. Ljubljana: Center šolskih in obšolskih dejavnosti (CŠOD)
Åpne denne publikasjonen i ny fane eller vindu >>Early language development in nature: Practical handbook
Vise andre…
2023 (engelsk)Collection/Antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Ljubljana: Center šolskih in obšolskih dejavnosti (CŠOD), 2023. s. 82
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-63271 (URN)978-961-95963-3-3 (ISBN)
Merknad

Practical handbook to Early language development in nature: Theoretical handbook by Sue Waite & Per Askerlund (eds.).

Tilgjengelig fra: 2024-01-10 Laget: 2024-01-10 Sist oppdatert: 2024-01-10bibliografisk kontrollert
Waite, S. & Askerlund, P. (Eds.). (2023). Early language development in nature: Theoretical handbook. Ljubljana: Center šolskih in obšolskih dejavnosti (CŠOD)
Åpne denne publikasjonen i ny fane eller vindu >>Early language development in nature: Theoretical handbook
2023 (engelsk)Collection/Antologi (Annet vitenskapelig)
Abstract [en]

This theoretical handbook draws together the theory and evidence underpinning the practical outputs of the project: the training programme and the practical handbook.

It comprises four main parts:

  • The first provides a review of relevant literature on early language development and a rationale for why language development in nature may be beneficial for young children. It summarises existing literature that looks at early language development in nature.
  • In Part 2, our integrated formative evaluation process and its results are reported and discussed. In the final part of this section, we bring together some key points from our examination of theory and research to support the value of early language development in nature, summarising the new learning that has been achieved through the ELaDiNa project.
  • The third part sets out a generic model that has been developed from what is currently known about this field, (Part 1), what we learnt from the ElaDiNa Project and its evaluation (Part 2) and from previous experience of a pilot project conducted in Marburg, Germany that formed the initial seed from which our ElaDiNa project grew.
  • In concluding this theoretical handbook in Part 4, we summarise the successes and challenges of the project, its main learning points and suggest some implications for policy, practice and further research.
sted, utgiver, år, opplag, sider
Ljubljana: Center šolskih in obšolskih dejavnosti (CŠOD), 2023. s. 226
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-63265 (URN)978-961-95963-7-1 (ISBN)
Tilgjengelig fra: 2024-01-10 Laget: 2024-01-10 Sist oppdatert: 2024-01-10bibliografisk kontrollert
Richardson, T., Waite, S., Askerlund, P., Almers, E. & Hvit Lindstrand, S. (2023). How does nature support early language learning?: A systematic literature review. Early years
Åpne denne publikasjonen i ny fane eller vindu >>How does nature support early language learning?: A systematic literature review
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2023 (engelsk)Inngår i: Early years, ISSN 0957-5146, E-ISSN 1472-4421Artikkel, forskningsoversikt (Fagfellevurdert) Epub ahead of print
Abstract [en]

The way a young child uses language has an impact on their future life. Early language acquisition is a determinant in adult employment, mental health and relationships with others. At the same time there is a broad evidence base that play and learning in the natural environment is beneficial for young children's physical, emotional, social and cognitive development. However, literature about how these two contributions to children's early development intersect and combine, in particular whether and how early language learning in children aged between 3 and 7 years might be enhanced in nature, is harder to find. For this paper, we undertook a systematic literature review to explore and report on research within this important area. Based on an in-depth study of 181 articles, we found that scant literature exists about how children's language is developed within natural environments. Although this appears to be a topic that is discussed in practice-oriented publications, it was found that very few researchers are focusing on and reporting within this area. Twelve papers were thoroughly analysed and three themes identified and discussed; desire to communicate, communication skills and literacy skills. This paper concludes by suggesting areas for future research.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2023
Emneord
nature, speech and language development, systematic literature review, forest school, natural environments, early childhood
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-61605 (URN)10.1080/09575146.2023.2220978 (DOI)001014728500001 ()2-s2.0-85163222757 (Scopus ID)intsam;888022 (Lokal ID)intsam;888022 (Arkivnummer)intsam;888022 (OAI)
Tilgjengelig fra: 2023-06-26 Laget: 2023-06-26 Sist oppdatert: 2023-08-15
Waite, S. (2023). Teaching the primary curriculum outdoors [Review]. Journal of Adventure Education and Outdoor Learning, 23(4), 553-554
Åpne denne publikasjonen i ny fane eller vindu >>Teaching the primary curriculum outdoors
2023 (engelsk)Inngår i: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 23, nr 4, s. 553-554Artikkel, omtale (Annet vitenskapelig) Published
sted, utgiver, år, opplag, sider
Taylor & Francis, 2023
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-62164 (URN)10.1080/14729679.2023.2222195 (DOI)001007445000001 ()
Merknad

Book review of Teaching the primary curriculum outdoors by Learning through Landscapes, London, Corwin at SAGE Publications Ltd, 2022, 239 pp., £19.99 (paperback), ISBN: 978-1-5297-8044-4.

Tilgjengelig fra: 2023-08-16 Laget: 2023-08-16 Sist oppdatert: 2023-09-07bibliografisk kontrollert
Waite, S. & Askerlund, P. (2023). The evaluation. In: S. Waite & P. Askerlund (Ed.), Early language development in nature: Theoretical handbook (pp. 61-125). Ljubljana: Center šolskih in obšolskih dejavnosti (CŠOD)
Åpne denne publikasjonen i ny fane eller vindu >>The evaluation
2023 (engelsk)Inngår i: Early language development in nature: Theoretical handbook / [ed] S. Waite & P. Askerlund, Ljubljana: Center šolskih in obšolskih dejavnosti (CŠOD) , 2023, s. 61-125Kapittel i bok, del av antologi (Annet vitenskapelig)
Abstract [en]

In Part 2, we report on the evaluative research which was conducted by the ELaDiNa team to explore the success of the project and refine our understanding of some of the links between early language development aspects and natural environment features.

sted, utgiver, år, opplag, sider
Ljubljana: Center šolskih in obšolskih dejavnosti (CŠOD), 2023
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-63276 (URN)978-961-95963-7-1 (ISBN)
Tilgjengelig fra: 2024-01-10 Laget: 2024-01-10 Sist oppdatert: 2024-01-10bibliografisk kontrollert
Kokalj, I., Kejžar, B., Sack, C., Waite, S., Askerlund, P. & Vollmar, M. (Eds.). (2023). Tidig språkutveckling i naturen: Praktisk handbok. Ljubljana: Center šolskih in obšolskih dejavnosti (CŠOD)
Åpne denne publikasjonen i ny fane eller vindu >>Tidig språkutveckling i naturen: Praktisk handbok
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2023 (svensk)Collection/Antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Ljubljana: Center šolskih in obšolskih dejavnosti (CŠOD), 2023. s. 82
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-63268 (URN)978-961-95963-6-4 (ISBN)
Merknad

Praktisk handbok till Early language development in nature: Theoretical handbook av Sue Waite & Per Askerlund (red.).

Tilgjengelig fra: 2024-01-10 Laget: 2024-01-10 Sist oppdatert: 2024-01-10bibliografisk kontrollert
Waite, S. & Prince, H. (2022). Editorial: Child, place, and others: interactions that support outdoor learning. Journal of Adventure Education and Outdoor Learning, 22(4), 275-277, Article ID 2127114.
Åpne denne publikasjonen i ny fane eller vindu >>Editorial: Child, place, and others: interactions that support outdoor learning
2022 (engelsk)Inngår i: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 22, nr 4, s. 275-277, artikkel-id 2127114Artikkel i tidsskrift, Editorial material (Annet vitenskapelig) Published
sted, utgiver, år, opplag, sider
Taylor & Francis, 2022
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-59016 (URN)10.1080/14729679.2022.2127114 (DOI)000883248500001 ()2-s2.0-85142163632 (Scopus ID)
Tilgjengelig fra: 2022-12-01 Laget: 2022-12-01 Sist oppdatert: 2022-12-01bibliografisk kontrollert
Askerlund, P., Almers, E., Tuvendal, M. & Waite, S. (2022). Growing nature connection through greening schoolyards: preschool teachers’ response to ecosystem services innovations. Education 3-13
Åpne denne publikasjonen i ny fane eller vindu >>Growing nature connection through greening schoolyards: preschool teachers’ response to ecosystem services innovations
2022 (engelsk)Inngår i: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575Artikkel i tidsskrift (Fagfellevurdert) Epub ahead of print
Abstract [en]

This article reports how Swedish teachers' aims and practices were modified by an ecosystem services development project that introduced insect hotels, bird boxes and planting to ten preschool yards. Teachers' understanding of ecosystem services, human-nature relationships and the impact of these on nature connectedness showed that their conceptualisations of human-nature relationships were shifting and complex, reflecting overlapping ideas about what schoolyard ecosystem services might mean to/for young children and how children's connection with nature might best be supported. The findings suggest creating pockets of urban nature in schoolyards is a useful strategy to unpack some of this complexity through direct experience of ecosystems encouraging interest in, concern for and understanding of our mutuality with nature.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2022
Emneord
Environmental education, schoolyard development, ecosystem services, nature connectedness, human–nature relations
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-58967 (URN)10.1080/03004279.2022.2148485 (DOI)000888929100001 ()2-s2.0-85142428439 (Scopus ID)HOA;;58967 (Lokal ID)HOA;;58967 (Arkivnummer)HOA;;58967 (OAI)
Forskningsfinansiär
Swedish Research Council Formas, [2016-20101
Tilgjengelig fra: 2022-11-22 Laget: 2022-11-22 Sist oppdatert: 2022-12-05
Lee, E.-Y., de Lannoy, L., Li, L., de Barros, M. I. A., Bentsen, P., Brussoni, M., . . . members, p.-N. P. (2022). Play, Learn, and Teach Outdoors—Network (PLaTO-Net): terminology, taxonomy, and ontology. International Journal of Behavioral Nutrition and Physical Activity, 19(1), Article ID 66.
Åpne denne publikasjonen i ny fane eller vindu >>Play, Learn, and Teach Outdoors—Network (PLaTO-Net): terminology, taxonomy, and ontology
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2022 (engelsk)Inngår i: International Journal of Behavioral Nutrition and Physical Activity, E-ISSN 1479-5868, Vol. 19, nr 1, artikkel-id 66Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Background: A recent dialogue in the field of play, learn, and teach outdoors (referred to as “PLaTO” hereafter) demonstrated the need for developing harmonized and consensus-based terminology, taxonomy, and ontology for PLaTO. This is important as the field evolves and diversifies in its approaches, contents, and contexts over time and in different countries, cultures, and settings. Within this paper, we report the systematic and iterative processes undertaken to achieve this objective, which has built on the creation of the global PLaTO-Network (PLaTO-Net). Methods: This project comprised of four major methodological phases. First, a systematic scoping review was conducted to identify common terms and definitions used pertaining to PLaTO. Second, based on the results of the scoping review, a draft set of key terms, taxonomy, and ontology were developed, and shared with PLaTO members, who provided feedback via four rounds of consultation. Third, PLaTO terminology, taxonomy, and ontology were then finalized based on the feedback received from 50 international PLaTO member participants who responded to ≥ 3 rounds of the consultation survey and dialogue. Finally, efforts to share and disseminate project outcomes were made through different online platforms. Results: This paper presents the final definitions and taxonomy of 31 PLaTO terms along with the PLaTO-Net ontology model. The model incorporates other relevant concepts in recognition that all the aspects of the model are interrelated and interconnected. The final terminology, taxonomy, and ontology are intended to be applicable to, and relevant for, all people encompassing various identities (e.g., age, gender, culture, ethnicity, ability). Conclusions: This project contributes to advancing PLaTO-based research and facilitating intersectoral and interdisciplinary collaboration, with the long-term goal of fostering and strengthening PLaTO’s synergistic linkages with healthy living, environmental stewardship, climate action, and planetary health agendas. Notably, PLaTO terminology, taxonomy and ontology will continue to evolve, and PLaTO-Net is committed to advancing and periodically updating harmonized knowledge and understanding in the vast and interrelated areas of PLaTO.

sted, utgiver, år, opplag, sider
BioMed Central (BMC), 2022
Emneord
adult, climate, clinical article, consultation, ethnicity, female, gender, human, human experiment, male, nomenclature, ontology, planetary health, review, taxonomy, consensus, learning, questionnaire, Humans, Surveys and Questionnaires
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-58015 (URN)10.1186/s12966-022-01294-0 (DOI)000811212700001 ()35701784 (PubMedID)2-s2.0-85132145342 (Scopus ID)GOA;intsam;822789 (Lokal ID)GOA;intsam;822789 (Arkivnummer)GOA;intsam;822789 (OAI)
Tilgjengelig fra: 2022-07-22 Laget: 2022-07-22 Sist oppdatert: 2024-01-17bibliografisk kontrollert
Almers, E., Askerlund, P., Samuelsson, T. & Waite, S. (2021). Children’s preferences for schoolyard features and understanding of ecosystem service innovations – a study in five Swedish preschools. Journal of Adventure Education and Outdoor Learning, 21(3), 230-246
Åpne denne publikasjonen i ny fane eller vindu >>Children’s preferences for schoolyard features and understanding of ecosystem service innovations – a study in five Swedish preschools
2021 (engelsk)Inngår i: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 21, nr 3, s. 230-246Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study was carried out within a project to promote health and ecosystem services, ?the benefits people obtain from ecosystems?, in preschools in Sweden. The paper applies the concept ?affordance? to capture the functional meaning that children assign to different material aspects of their schoolyards before and after the installation of additional environmental features. The findings from walk-and-talks with 23 preschool children highlight what features children preferred in their yards and why. Few children showed spontaneous attention to the installed features, e.g. insect hotels. This might be more because children were not enough involved within the schoolyard development and experienced little guided exploration of environmental affordances, rather than a lack of interest per se. Given this, we suggest that development projects to upgrade schoolyards for improved ecosystem services should involve children in the design of the ecosystem services promoting features throughout the development work, and thereby, integrally, promote ecological literacy.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2021
Emneord
Outdoor environment, affordance, schoolyard, ecosystem services, preschool
HSV kategori
Identifikatorer
urn:nbn:se:hj:diva-48863 (URN)10.1080/14729679.2020.1773879 (DOI)000543440000001 ()2-s2.0-85087055103 (Scopus ID)HOA;;1435506 (Lokal ID)HOA;;1435506 (Arkivnummer)HOA;;1435506 (OAI)
Forskningsfinansiär
Swedish Research Council Formas, 2016-20101
Tilgjengelig fra: 2020-06-05 Laget: 2020-06-05 Sist oppdatert: 2022-07-22bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0003-2561-612x