Touchons du bois... l'école en forêt 1 Mac Dermott, Catherine; Larivée, Serge
Canadian journal of education,
01/2023, Volume:
46, Issue:
1
Journal Article
Peer reviewed
Cet article aborde les différentes adaptations de l'école en forêt dans le monde. Nous analysons essentiellement les recherches qui ciblent les enfants et les écoles. Nous présentons d'abord les ...différentes approches sous-jacentes à l'éducation dans la nature ainsi que les principes de base qu'on y retrouve. Par la suite, nous explorons les bienfaits sur les plans physique, cognitif, émotionnel ainsi que sur celui de la santé mentale associés à l'éducation en forêt. Enfin, nous exposons la présence de certaines limites relatives à la validité empirique dans différentes études, ainsi que quelques ambiguïtés relatives au vocabulaire utilisé.
A large city 'gives birth' to groups of carriers of certain ideas, values, and attitudes, who seek each other out. Parents choose schools that appear closer to their own values, where the methods of ...transmitting these values and the forms of classes seem more preferable and coherent. Schools 'attract' those parents whose basic life attitudes align and correlate with the school's mission, values, and strategy. The study aimed to identify factors influencing the development of alternative education in large cities. To achieve this, information was collected and analyzed on 667 private alternative educational projects in the five largest cities of Russia (Moscow, Saint Petersburg, Novosibirsk, Yekaterinburg, Kazan). In each city, five leaders of private alternative educational projects were identified and interviewed in-depth. Interviews and focus groups were also conducted with experts in alternative education. The study revealed that the concentration of maximum professional, infrastructural, economic, cultural, religious, political-ideological, and social diversity in large cities is a precondition for the development of alternative school education. Stimulating factors for the development of alternative education in large cities include overcrowded schools and the quality of education not meeting parents' expectations. The factor of parents plays a significant role: their age, involvement in their children's education, high level of information, etc. The lifestyle of city dwellers is a formative factor. Here, two strategies can be identified: the 'all inclusive' strategy and the strategy of education connoisseurs. At the same time, in a large city, there are also limiting factors for the development of alternative education: a complex transport system and logistical component, expensive rent and/or cost of buildings.
The article consists of two parts. In the first part, we introduce the premises of the educational philosophy of Reggio Emilia, which formed the basis for the concept of the University Preschool in ...Gdansk. We refer to the values that, from the perspective of adults who are part of the preschool community, were the foundation for creating everyday educational context in the University Preschool during the first three years of its functioning. In the discourse of Reggio Emilia, a preschool is not perceived so much as a place of instruction or formation, but rather as a place of education, a place where values are transmitted, discussed and constructed. Democracy, participation and subjectivity are key categories on which the narrative is focused. In the second part, these categories are the starting point for reconstructing the cultural practices present in the everyday life of the preschool which fulfill the above mentioned values. We refer to the goals of the University Preschool, the principles and conditions of its functioning. We also describe solutions, especially in the field of the organization of the educational environment, which contribute to the building of a community in which children are listened to and supported by adults.
Although a growing number of second language acquisition (SLA) studies take linguistic complexity as a dependent variable, the term is still poorly defined and often used with different meanings, ...thus posing serious problems for research synthesis and knowledge accumulation. This article proposes a simple, coherent view of the construct, which is defined in a purely structural way, i.e. the complexity directly arising from the number of linguistic elements and their interrelationships. Issues of cognitive cost (difficulty) or developmental dynamics (acquisition) are explicitly excluded from this theoretical definition and its operationalization. The article discusses how the complexity of an interlanguage system can be assessed based on the limited samples with which SLA researchers usually work. For the areas of morphology, syntax and the lexicon, some measures are proposed that are coherent with the purely structural view advocated, and issues related to their operationalization are critically scrutinized.
Objective
Suicide risk in subjects at Ultra‐High Risk of psychosis (UHR) has been rarely assessed in adolescence, but it is of obvious importance for prognostic and clinical care reasons. In this ...study, we aimed to prospectively assess suicide risk and behaviors in UHR adolescents.
Method
We examined 112 help‐seeking adolescents (13–18 years, 50% males, 83.9% Caucasian) that were enrolled in the Reggio Emilia At‐Risk Mental States (ReARMS) project and followed up for 2 years. Specific items derived from the Comprehensive Assessment of At‐Risk Mental States (CAARMS) and the Beck Depression Inventory‐II (BDI‐II) were used to assess suicide risk. Suicide attempts and completed suicides were also recorded.
Results
Baseline assessment detected 40 UHR adolescents, 32 FEP (first‐episode psychosis), and 40 non‐UHR/FEP. We found that 67.5% of UHR adolescents had suicidal ideation, and 18.5% to severe degree. Attempted suicide before enrollment was higher in the UHR group than in non‐UHR/FEP peers (17.5% vs. 2.5%). BDI‐II suicidal ideation severity was stable at 12‐month follow‐up and decreased at 24‐month follow‐up.
Conclusions
A high prevalence of suicidal ideation among UHR adolescents was found and supports the routine monitoring of risk of self‐injurious thinking and behavior in this at‐risk population.
In this article, the authors problematize the dichotomization of play and learning that often shapes the agenda of early childhood education research and practice. This dichotomization is driven in ...part by the tendency to define learning in terms of formal learning (i.e. learning as an outcome of direct instruction and school-based approaches that focus on teacher-led, goal-directed activities and declarative knowledge). The authors argue for a reconceptualization of early childhood education that understands learning and development not as an outcome, primarily, of instruction and teaching, but as an outcome of play and exploration. They develop this argument by drawing on Vygotsky’s theories of play, imagination, realistic thinking and creativity. These theories challenge another dichotomy – that between imagination and reality – by arguing that imagination is implicated in the meaning-making of both play and exploration. Instead of relating play to learning where play is characterized by imagination and learning by reality, the authors’ reconceptualization relates play to exploration and proposes that learning, defined as leading to human development, is an outcome of both of these activities. The authors further develop their argument by presenting ethnographic material from a qualitative research project implemented in three Swedish preschools whose practices are influenced by the Reggio Emilia pedagogical approach. The research conducted in this study contributes to new perspectives on the relationship between play and learning by introducing exploration as a counterpart to play, and this new perspective has implications for the design and practice of early childhood education, as well as for early childhood education research.
Three years after my PhD, I reflect on my action-research based on a preschool in Reggio Emilia and aimed at verifying the design contribution to intercultural education. The paper presents the ...undertaken process to achieve a cross-disciplinary methodology resulting from a continuous dialogue across the three disciplines – design, anthropology and pedagogy. The paper showcases the research commitment in overcoming disciplinary barriers in order to achieve a meaningful final output, highlighting the new mental habit and project attitude that arose from the research experience. The conclusion part briefly highlights the new role of a designer approaching such challenging times.
This post-qualitative research analyzes the spatialized practices of young people within a working-class community and how those guided the opening and facilitating of a local community center. ...Seeing place-making as a social and political act, the authors were inspired by Heath's classic study and argument that children's education might be better served if educators understood and built on their community-based language practices. Writing through theories of new materialism, spatiality, and children's geographies, we build an argument for spatial justice by considering the ways educational scholars and educators might understand and build on children's community-based spatial practices.
