Uneven Surfaces, Chipped Plates, and Hiding Spaces: A Study of Pedagogical Practices in Denmark

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Contemporary Discussions in Learning Environments Research 2 (Table 4)

Abstract

This qualitative study explores pedagogical practices in the Nordic Outdoor Model of Education (N.O.M.E.) through overt-passive participant observation during a study tour in Denmark. The research employed a non-participant observer approach, focusing on forest kindergartens, adventure playgrounds, and natural playscapes across various age groups. Data collected included field notes and photographs documenting interactions, activities, and physical environments that fostered play-based learning in outdoor spaces. Particular attention focused on elements identified as social pedagogy known as head, heart, and hands. The analysis thematically categorizes these observations to identify how Danish pedagogues integrate play into the learning process and the potential benefits for promoting independence, self-efficacy, and democracy, offering a hopeful perspective for American educators, researchers, and policymakers interested in outdoor education.

Author

• Karen Walker, East Texas A&M University