Outdoor Kindergarten: Achieving Outcomes with A Place-based & Landbased Approach to Emergent Curriculum
Bibliographic record
Abstract
Many educators have come to realize the value of including the outdoor environment in their pedagogy and curricula. This article aims to contribute to the growing field of research on how children may learn through emergent creative outdoor play, and considers the benefits and needed re emergence of this nature-based approach in society for all children in primary school education. The Outdoor Kindergarten model is an approach that is both current and authentic in its practice of place-based education and land-based learning. Potential benefits associated with implementing an Outdoor Kindergarten model in urban areas, which celebrate land-based teaching are discussed. In addition, Indigenous students in particular have had many challenges, beyond much of their control, connecting with the Canadian school system, as many do not see themselves nor their culture reflected within the current curriculum. Indigenous children have experienced their environment through teachings, ceremonies, exploration, and outdoor play for centuries before colonization and the eventual implementation of residential schools. Outdoor Kindergarten and play-based concepts offer particular value to these communities. In this article we provide powerful vignettes illustrating how Outdoor Kindergarten concepts can meet Newfoundland and Labrador curricular outcomes while addressing cultural curriculum and also develop inspiring inquiries on the land. In our article, we show how emergent land-based programming can support a strong sense of self, place, and community. It is the view of the authors that the Outdoor Kindergarten model also has the opportunity to support First Nations, Metis, and Inuit children culturally, socially, and academically.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".