Outdoor adventure education can promote positive parent/child relationshipsAdventure education, as one type of outdoor learning, can contribute to children’s education and the development of values. This study focused on adventure education as experienced by children and the parents who supported their activities.
Six children (age 5-12) who frequently climb, surf, or sandboard, and 6 parents who teach these sports to their children participated in this study. Data were collected over ten months through systematic observation, field diaries, and semi-structured interviews. For this study, the outdoor activities were limited to surfing, sandboarding, and mountaineering. The context of these activities was Florianópolis, Santa Catarina, Brazil.
The parents who participated in this study reported exercising some restraint in the way they encouraged their children to participate in the adventure activities. They tended toward flexibility in allowing the children freedom of choice regarding their involvement in competitions and the possibility of a professional career. They wanted the experience to remain pleasurable for the children. They also sought to respect the desires and limitations of each child during their adventures. Several parents reported some difficulty in reconciling practice and teaching.. Children’s interest in the presence of other children or the company of friends was also noted. The children’s desire for sociability influenced their motivation to participate in the activities. Results indicated that the family outdoor adventure activities provided bonding opportunities between parents and children. Such opportunities often occurred through teaching and learning moments and by parents and children exchanging experiences and knowledge. Examples of care and affection for nature were also evident.
The parent/child relationship benefits gained through these activities lend support to outdoor adventure programs for families. Social inequalities, however, can make it difficult for some families to participate. Limited offerings of systematic courses for some activities in Brazil can also be a barrier to family participation.
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