Growth in Kinder"Garden" - The Integration of Outdoor Education into the Ontario Kindergarten Program
Notice bibliographique
Résumé
This academic article examines the integration of outdoor education, specifically the incorporation of school gardens, into the Ontario kindergarten program with the aim of promoting the comprehensive development of young learners. The author, a dedicated kindergarten teacher with a passion for outdoor activities, shares insights gained from a year-long practice of taking students outside daily, fostering a profound connection with nature. The article explores the positive effects of an outdoor learning environment on various aspects, including social-emotional development, sensory play, and academic engagement.The author underscores the transformative influence of school gardens, recounting the process of establishing nine gardens that not only contributed to academic advancement but also instilled principles of eco-responsibility and sustainable stewardship. The article provides a detailed account of the outdoor learning environment's characteristics, encompassing natural colors, diverse seating options, as well as the presence and relationships with non-human entities.Moreover, the article addresses the contemporary shift in kindergarten education, highlighting the departure from exploration and play toward a more academically focused paradigm. It advocates for a return to the foundational concept of kindergarten as a children's garden, as conceptualized by Friedrich Froebel, presenting evidence of how outdoor education can harmoniously align with academic as well as age appropriate developmental objectives.Practical initiatives, such as composting projects and tree planting, are expounded upon as examples of how kindergarteners can actively participate in eco-friendly practices within the school community. The article accentuates the underestimated capabilities of young children, citing instances of successful school-wide initiatives led by kindergarteners, culminating in the attainment of the platinum eco-school certification. The significance lies in the transformative influence of school gardens, fostering not only academic advancement but also principles of eco-responsibility and sustainable stewardship.The author shares personal insights derived from the gardening journey, spanning from horticultural knowledge and problem-solving skills to intergenerational relationships and community engagement. The article concludes by reflecting on the enduring impact of the school gardens, asserting that the roots and shoots cultivated in this outdoor environment have provided invaluable learning experiences for both the students and the community. Keywords: Eco-responsiveness, Holistic development, Kindergarten, Outdoor education, Place-based education, School gardens. DOI: 10.7176/JEP/14-35-04 Publication date: December 31 st 2023
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».