The purpose of this module is to develop students’ knowledge and understanding of the role, value and context of outdoor learning in children’s, young people’s and adults’ development, taking a European perspective.

Outline
To build understanding of key theories and research underpinning pedagogical practices across Europe with an outdoor focus for example Froebel, Montessori, Steiner, Reggio Emilia, Te Whariki. To explore factors affecting development and well-being for example cultural, socio-economic and political factors set within the context of outdoor learning. To build an understanding of the interaction between policy, practice, and learning and development within an outdoor learning framework. To build on students’ understanding of how children, young people and adults learn for example environmental learning, observational learning, behaviourism, constructivism, social constructivism.


Session themes may include:
• Social Pedagogy – the pedagogue role in outdoor learning in Europe (varied education settings)
• Outdoor practice to support education and/or wellbeing with families/adults in Europe
• Linking theory to outdoor practice. The emerging outdoor “curriculum”.
• Policy and curriculum, examining the space and place for outdoors
• Cultural views and approaches to outdoor learning
• Risk perception in relation to outdoor learning
• The role of outdoor learning in supporting children’s or adults’ mental health and wellbeing
• Practical sessions
• Outdoor learning in the UK, trends and patterns in public, private and voluntary settings (across child and adult services)

Lectures
In class discussions
Tutorials
Role Play
Practical outdoor sessions
Observation of outdoor practitioners and provision

Gill, T (2014) No Fear: Growing up in a Risk Averse Society. Sage: London

Knight, S (2013) Forest school and outdoor learning in the early years. Sage: London

Knight, S (2013) International perspectives on forest school: natural spaces to play and learn. Sage: London

Knight, S (2013) Risk and adventure in early years outdoor play: learning from forest school. Sage: London

Louv, R (2010) Last Child in the Woods, Atlantic Books: London

Smidt, S (2006) The Developing Child in the 21st Century: A Global Perspective on Child Development. Routledge: London

Smith, P.K., Cowie, H. & Blades, M. (2003). Understanding Children’s Development (4th ed.). Oxford: Blackwell.

Tovey, H (2011) Playing outdoors: Spaces and place, risk and challenge. Open University Press: Berkshire

Waite, S (2013) Children learning outside the classroom: from birth to eleven. Sage: London

A 2000 word essay which discuses outdoor learning principles and practice (LO 1, 2) 75%

and

A presentation/learning walk outdoors (500-1000 word equivalent) (LO 3) 25%

1. Demonstrate knowledge and critical understanding of the key theories underpinning learning and development in the outdoors
(Knowledge and Understanding)

2. Critically analyse how outdoor learning and development is influenced by policy and practice
(Analysis)

3. Apply underlying concepts and principles needed to assist an outdoor learning session
(Application)