Success associated with school ground naturalization promotes a culture shift toward the endorsement of outdoor play and learning among school communitiesKidActive, a charitable organization in Canada, is committed to increasing opportunities for children to be active, healthy and connected to their natural environment. The Nature Play and Learning Spaces (NPLS) program developed by KidActive was designed with this goal in mind. The implementation of one NPLS initiative involved a collaboration between KidActive and students, educators, parents, and communities within Renfrew County in Canada to naturalize school grounds and enhance children’s play and learning experiences. Researchers used a case study approach to evaluate the impact of the program. This paper focuses on the initial and intermediate outcomes of the program as they relate to cultural shifts regarding outdoor play and learning at schools.
Sources of data included interviews and observations. Six teachers, six administrators, three parents, and one NPLS mentor participated in one-on-one, semi-structured, conversational interviews ranging from 30 to 70 minutes. The interviewees were asked to share their individual stories about what the naturalized playspaces at their school meant to them. They were also invited to share any perceived outcomes associated with their participation in the NPLS program. Observations, conducted at five of the participating schools, focused on how the students and teachers were using the naturalized space
Stories shared by the interviewees indicated that an initial outcome of the project related to increased awareness of the value of outdoor play and learning. Another initial outcome was a shift in perceptions pertaining to the schoolyard and the possibility of making changes to it. Some people in the school community were initially doubtful about the ability of the NPLS program to influence lasting change. Success in the way the naturalized playspaces were developed and used, however, generated enthusiasm and optimism about schoolyard transformations. Intermediate outcomes included changes in teacher behaviors and practices. The teachers started using the outdoor environment more frequently for instruction and inquiry-based learning. Some of the teachers remained apprehensive, however, and felt somewhat constrained in what they did outdoors based on school board regulations and policy.
Yet, interviewee responses indicated that the impact of the NPLS program would likely extend beyond the initial and intermediate outcomes. As described by the participants, the program was promoting a culture shift toward the endorsement and advocacy of outdoor play and learning among school communities. This cultural shift could be the catalyst for supportive policy.
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