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Outdoor Learning Environments

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Table of Contents

List of tables and figures Contributors 1. Why do outdoor play and learning matter? PART I: Outdoor environments as pedagogical spaces 2. Risk-taking in outdoor play: Challenges and possibilities 3. Green outdoor environments: Settings for promoting children's health and wellbeing 4. Caring for the environment: Towards sustainable futures 5. Birds and babies: A meeting of species PART II: Designing and planning for outdoor learning 6. Planning outdoor learning environments 7. Application of standards and regulations to early years outdoor playspaces PART III: Children's voices 8. Strengthening children's agency in outdoor learning environments 9. The private play places of childhood 10. Creating a school playground in Papua New Guinea: A participatory approach with young children PART IV: Cultural perspectives 11. Indigenous perspectives on outdoor learning environments: On Country learning 12. Outdoor play in Norwegian and Australian early years settings: Differences in theory, pedagogy and practice PART V: The outdoors and beyond 13. Beyond the fence: Exploring forest preschool/school approaches in Australia 14. Urban environments and outdoor learning Acknowledgements Index

About the Author

Dr Helen Little is a Senior Lecturer and Early Childhood Program Director in the Department of Educational Studies, Macquarie University. She has undertaken extensive research on risk-taking in outdoor play. Dr Sue Elliott is a Senior Lecturer and Course Co-ordinator in Early Childhood Education at the University of New England. She has research interests in education for sustainability and natural outdoor playspaces. Dr Shirley Wyver is a Senior Lecturer in child development in the Department of Educational Studies, Macquarie University. Her research interests are in early play and cognitive/social development.

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