This interesting paper (February 2025) discusses findings of a grassroots, Participatory Action Research methodology developed with pedagogues from a nursery and a primary school in England, to generate knowledge about ways of supporting children’s learning outdoors.
Drawing on an ecological framework, partners video-record themselves in-action, then watched and reflected on the educational affordances they perceived and pedagogies they employed. Participants theorised about their pedagogies and reflected on their role in supporting children’s autonomy and agency outdoors. They discussed the opportunities but also complexities of trying to align outdoor with indoor learning and generated knowledge about ways of combining the two, in line with curricular demands.
Citation: M. Papadopoulou & K. Vincent (27 Feb 2025): Making the invisible visible: the pedagogical affordances of outdoor learning in a nursery and a primary school, Education 3-13, DOI: 10.1080/03004279.2025.2469724
