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L'éducation en plein air

“Que la nature soit notre outil d’apprentissage!”

- William Wordsworth -

Les Liens

Profitez de ce que la nature a à offrir

À quel sport d’hiver, avez-vous hâte de participer?
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En tant que Canadiens, il est impératif que nous établissions tous un lien solide avec la nature et que nous apprenions des autochtones tout ce que nous pouvons sur le respect de cette terre dans tout le Canada.

Des recherches ont montré que l'apprentissage en plein air présente de nombreux avantages pour les enfants, les jeunes et les adultes.  Les élèves peuvent appliquer les connaissances acquises dans le cadre de leur programme scolaire à des situations de la vie réelle en plein air.  L'apprentissage en plein air et celui basé sur l'expérience ayant comme objectif de résoudre des problème tout en étant créatif et imaginatif, peuvent conduire à une participation/collaboration accrue, à des exploits/prouesses et à des compétences de réflexion.

Le fait d'être en plein air et dans un cadre naturel améliore le bien-être.  De nombreuses études illustrent la manière dont le fait d'être à l'extérieur améliore la santé physique, mentale et émotionnelle d'une personne.  L'éducation en plein air favorise cette amélioration.  C'est là que ça se passe.

L'apprentissage en plein air offre des possibilités de développement personnel, notamment une meilleure confiance en soi, une plus grande résilience, une meilleure autorégulation, une plus grande collaboration et une plus grande indépendance.

Nous sommes tous interconnectés les uns aux autres et aux écosystèmes naturels.  L'éducation en plein air nous permet d'apprendre à propos, dans et pour le bien de l'environnement afin que nos étudiants puissent prendre des décisions pour un avenir durable/viable.

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L'apprentissage en plein air offre des possibilités de développement personnel, notamment une meilleure confiance en soi, une plus grande résilience, une meilleure autorégulation, une plus grande collaboration et une plus grande indépendance.

Nous sommes tous interconnectés les uns aux autres et aux écosystèmes naturels.  L'éducation en plein air nous permet d'apprendre à propos, dans et pour le bien de l'environnement afin que nos étudiants puissent prendre des décisions pour un avenir durable/viable.

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Ontario Tech University acknowledges the lands and people of the Mississaugas of Scugog Island First Nation. We are thankful to be welcomed on these lands in friendship. The lands we are situated on are covered under the Williams Treaties and the traditional territory of the Mississauga, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to a number of Indigenous nations and people.

We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we remember the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home.

This history is something we are all affected by as we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.

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Landscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centres

Mariana Brussoni, Takuro Ishikawa,Sarah Brunelle &Susan Herrington

Risk taking in play is fundamental to children's exploration and understanding of the world (Smith, 1998; Sutton-Smith, 2001). Risky play is thrilling play involving uncertainty and includes six categories: play at speed, at height, with dangerous tools (e.g., hammers, saws), near dangerous elements (e.g., fire, water), rough and tumble play, and play where there is a chance of getting lost (Sandseter, 2007). A systematic review found that risky outdoor play was positively associated with physical activity and social health, and negatively associated with sedentary behaviours (Brussoni et al., 2015)

Early Childhood Teachers’ Beliefs about Children’s Risky Play in Australia and Norway

Helen Little, Ellen Sandseter & Shirley Wyver

Outdoor play provides an important context for children to explore, to experiment, to move, be themselves and make the most of the opportunities afforded by the environment in a less restricted manner (Henniger, 1994; Rivkin, 1995). Within this context, children naturally seek challenge and take risks as they expand their world view, develop an understanding of themselves and others, and endeavour to gain competency in a vast range of skills (Children’s Play Council, 2004).

John Hattie, H.W.Marsh, James T. Neil, Garry E. Richards

"The major benefits for adventure programs are reasonably consistent across all six major categories of outcomes. A theme underlying the outcomes with the greatest effects relate to self-control. These include independence (.47), confi- dence (.33), self-efficacy (.31), self-understanding (.34), assertiveness (.42), inter- nal locus of control (.30), and decision making (.47). These outcomes relate to a sense of control over or regulation of the self, responsibility, or an assurance of self. Most of these effects are maintained over time. Thus, adventure programs appear to be most effective at providing participants with a sense of self-regula- tion. The effects on most leadership, personality, and adventuresome dimensions are also substantial, but increase less substantially over time"

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UNESCO’s challenge to Higher Education institutions to provide educational leadership in sustainable development, provides an impetus to develop innovative, interdisciplinary curricula and pedagogy. Whereas Higher Education curricula in sustainability and sustainable development have tended to come from the environmental sciences, recent studies have highlighted the need for more holistic, experiential, interdisciplinary approaches.

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