000			03748nam a22005775i 4500
001			978-3-030-72595-2
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007			cr nn 008mamaa
008			210720s2021 sz | s |||| 0|eng d
020			_a9783030725952
024	7		_a10.1007/978-3-030-72595-2 _2doi
040			_aMN-UlMNUE _bENG _cMN-UlMNUE _dMN-UlMNUE _erda
041			_aENG
050		4	_aLB1139.2-.5
072		7	_aJNLA _2bicssc
072		7	_aEDU023000 _2bisacsh
072		7	_aJNG _2thema
082	0	4	_a372.21 _223
245	1	0	_aOutdoor Learning and Play _h[electronic resource] : _bPedagogical Practices and Children's Cultural Formation / _cedited by Liv Torunn Grindheim, Hanne Værum Sørensen, Angela Rekers.
250			_a1st ed. 2021.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2021.
300			_aXV, 201 p. 37 illus., 22 illus. in color. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aInternational Perspectives on Early Childhood Education and Development, _x2468-8754 ; _v34
506	0		_aOpen Access
520			_aThis Open Access book examines children’s participation in dialectical reciprocity with place-based institutional practices by presenting empirical research from Australia, Brazil, China, Poland, Norway and Wales. Underpinned by cultural-historical theory, the analysis reveals how outdoors and nature form unique conditions for children's play, formal and informal learning and cultural formation. The analysis also surfaces how inequalities exist in societies and communities, which often limit and constrain families' and children's access to and participation in outdoor spaces and nature. The findings highlight how institutional practices are shaped by pedagogical content, teachers' training, institutional regulations and societal perceptions of nature, children and suitable, sustainable education for young children. Due to crises, such as climate change and the recent pandemic, specific focus on the outdoors and nature in cultural formation is timely for the cultural-historical theoretical tradition. In doing so, the book provides empirical and theoretical support for policy makers, researchers, educators and families to enhance, increase and sustain outdoor and nature education.
650		0	_aEarly childhood education.
650		0	_aInternational education . _91406
650		0	_aComparative education.
650		0	_aEducation.
650	1	4	_aEarly Childhood Education.
650	2	4	_aInternational and Comparative Education. _91411
650	2	4	_aEducation. _92849
700	1		_aGrindheim, Liv Torunn. _eeditor. _0(orcid)0000-0002-0431-6219 _1https://orcid.org/0000-0002-0431-6219 _4edt _4http://id.loc.gov/vocabulary/relators/edt _91697
700	1		_aSørensen, Hanne Værum. _eeditor. _0(orcid)0000-0001-6064-2353 _1https://orcid.org/0000-0001-6064-2353 _4edt _4http://id.loc.gov/vocabulary/relators/edt _91698
700	1		_aRekers, Angela. _eeditor. _0(orcid)0000-0001-5223-5504 _1https://orcid.org/0000-0001-5223-5504 _4edt _4http://id.loc.gov/vocabulary/relators/edt _91699
710	2		_aSpringerLink (Online service)
773	0		_tSpringer Nature eBook
776	0	8	_iPrinted edition: _z9783030725945
776	0	8	_iPrinted edition: _z9783030725969
776	0	8	_iPrinted edition: _z9783030725976
830		0	_aInternational Perspectives on Early Childhood Education and Development, _x2468-8754 ; _v34 _91700
856	4	0	_uhttps://doi.org/10.1007/978-3-030-72595-2
942			_2ddc _cEBOOK
999			_c105297 _d105297