Aire zabaleko Haur Hezkuntza balioztatzenEztabaidarako gakoak

  1. Altuna, Larraitz
Journal:
Tantak: Euskal Herriko Unibertsitateko hezkuntza aldizkaria

ISSN: 0214-9753

Year of publication: 2023

Volume: 35

Issue: 1

Pages: 65-80

Type: Article

DOI: 10.1387/TANTAK.23999 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Tantak: Euskal Herriko Unibertsitateko hezkuntza aldizkaria

Abstract

In recent years Outdoor Early Childhood Education have gained credibility and have certainly gone breaking the path by claiming the benefits of nature. The Covid-19 pandemic has brought health to the center, the benefits of outdoor education have become more visible than ever before. Along with this movement, this exploratory paper raises new questions. The return to nature and the need to connect with nature are strong arguments for schools to open their doors and get a breath of fresh air. But,is it enough to underline the benefits of nature in children to validate these methodologies? What to evaluate and for what? We wanted to go beyond the benefits of nature, and bring into discussion the evaluation models based on the output profile of preschool children and the educational proposal. From a validation perspective, starting with the question "How beneficial is for children the outdoor education?" we turned to the formulation "Is forest school a fully guaranteed model for the development of preschool children?", and highlighted the conceptual leap between the two. The second will focus not only on the child and the environment, but also on the processes that take place in the school environment and the structural aspects of the educational proposal.

Bibliographic References

  • Alcaraz, N. (2015). Aproximación Histórica a la Evaluación Educativa: de la Generación de la Medición a la Generación Ecléctica. revista Iberoamericana de Evaluación Educativa, 8(1), 11-25 or.
  • Arrillaga, A. eta Martínez, M.C. (2020). El debate europeo sobre la calidad en la educación infantil. Madril: Hezkuntza eta Lanbide Heziketa Ministerioa.
  • Azkona, J. M. eta Hoyuelos, A. (2011). Reflexiones sobre la calidad en las es-cuelas infantiles. Tarbiya, revista de Investigación E Innovación Educativa, (42), 157-186 or. https://revistas.uam.es/tarbiya/article/view/273
  • Barandiaran, A. (koord.)(2021). La evaluación en educación infantil. Bartzelona: Grao.
  • Barandiaran, A., Larrea, i. eta Zia, N. (2019). La evaluación en educación infantil. Un cambio de paradigma. Infancia. Educar de 0 a 6, (75), 8-12 or.
  • Barandiaran, A. eta Larrea, i. (2016). Ebaluazioa birpentsatuz, Hik Hasi: euskal heziketarako aldizkaria. (212), 10-15 or.
  • Barrable, A. eta Arvantis, A. (2019). Flourishing in the forest: looking at Forest School through a self-determination theory lens, Journal of Outdoor and En-vironmental Education, (22), 39-55 or.
  • Becker, C., Lauterbach, G., Spengler, S. eta Dettwiler, U. (2017). Effects of re-gular classes in outdoor education settings: a systematic review on students’ learning. International Journal of Environmental research and Public Health, 14(485), 1-20 or.
  • Biesta, G. (2020). Risking ourselves in education: Qualification, socialisation and subjectification revisited. Educational Theory, 70(1), 89-104 or.
  • Biesta, G. (2019). teaching for the possibility of being taught: World-centred edu-cation in an age of learning. English E-Journal of the Philosophy of Education (4), 55-69 or.
  • Biesta, G. (2019). What kind of society does the school need? Redefining the de-mocratic work of education in impatient times. studies in Philosophy and Education. (38), 657-668 or. https://doi.org/10.1007/s11217-019-09675-y
  • Biesta, G. (2016). improving education through research? From effectiveness, causality and technology, to purpose, complexity and culture. Policy Futures in Education 14(2), 194-210 or. http://10.1177/1478210315613900
  • Biesta, G. (2016b). Devolver la enseñanza a la educación. Una respuesta a la desaparición del maestro. Pedagogía y saberes, (44), 119-129 or.
  • Biesta, G. (2014). ¿Medir lo que valoramos o valorar lo que medimos? Globalización, responsabilidad y la noción de propósito de la educación. Pensamiento Educativo, 51(1), 46-57 or.
  • Bondioli, A; Nigito, G. (2011). Tiempos, espacios y grupos: El análisis y la eva-luación de la organización en la escuela infantil, Barcelona: Graó.
  • Bonnett, M. (2004). retrieving Nature: Education for a Post-Humanist Age. Oxford: Blackwell.
  • Bronfenbrenner, U. (1979). La ecología del desarrollo humano. Madrid: Paidós.
  • Bruchner, P. (2017). Haurra naturan ongi sentitzen da, espazio egokia delako bera-rentzat, eta plazerez ikasten du. Hik Hasi Albistegia.http://www.hikhasi.eus/Albistegia/20170728/philip-bruchner-haurra-naturan-ongi-sentitzen-da-espazio-egokia-delako-berarentzat-eta-plazerez-ikasten-duquot
  • Coates, J.k. eta Pimlott-Wilson, H. (2019). Learning while playing: Children’s forest school experiences in the Uk, British Educational research Journal, 45(1), 21-40 or.
  • Colom, A.J (1978). La educación como sistema, Mayurqa: revista del departament de Ciències Històriques i Teoria de les Arts, 16, 375-401.
  • Denzin, N. k. (2009). the elephant in the living room: or extending the conver-sation about the politics of evidence. Qualitative research, 9(2), 139-160 or. https://doi.org/10.1177/1468794108098034
  • Etxague, X., Huegun, A., Lareki, A. eta beste (2009). kalitatea Hezkuntza: ikerketa baten ondorioak, Tantak, 21 (1), 75-94 or.Euskal Herriko ikastolak (EHi). (z/g). Haur hezkuntzako markoa.
  • Fernández Navas, M. eta Postigo-Fuentes (2020). La situación de la investigación cualitativa en educación, ¿Nueva guerra de paradigmas? Márgenes, revista de Educación de la Universidad de Málaga, 1 (1), 45-68 or.
  • Formosinho, J. eta Pascal, C. (2016). Assessment and evaluation for transformation in early childhood. New York: Routledge, taylor and Francis.
  • Gill, t. (2014). the Benefits of Children’s Engagement with Nature: A Systematic Literature Review. Child. youth Environments. 24(2), 10-34 or.
  • Harris, F. (2018). Outdoor learning spaces: the case of forest school, Area, (50), 222-231 or.
  • Jackson, N. (2012). «Lifewide Learning: History of an idea» in Jackson, N. eta Cooper B. (koord.) Lifewide Learning, Education & Personal development. E-book. 1-10 or.
  • Leclercq, G. (2000). Lire l’agir pédagogique: une lecture épistémologique. revue des sciences de l’Éducation , 26 (2), 243-262 or.
  • National Association for the Education of Youg Children (NAEYC). (1998). Acreditation Criteria and Procedures - summary of a position statement of the Na-tional Association for the Education of young Children. Washigton: NAEYC.
  • Nielsen, G., Mygind, E., Bolling, M., Otte, C., eta al. (2016). A quasi-experimental cross-disciplinary evaluation of the impacts of education outside the classroom on pupils’ physical activity, well-being and learning: the tEACHOUt study protocol, BMC Public Health, 16(1117), 1-15 or. http://org/10.1186/s12889-016-3780-8
  • O’Brien, L. (2010). Learning outdoors: the Forest School approach, Education,37(1), 45-60 or.OECD (2020). The Nature of Learning: Using research to Inspire Practice. https://www.oecd.org/edu/ceri/50300814.pdf
  • Ord, J. eta Leather, M. (2011). the substance beneath the labels of experiential learnig: the importance of John Dewey for outdoor educators. Journal of outdoor and environmental education. 15, 13-23 or. https://doi.org/10.1007/BF03400924
  • Rogers, C. (1964). El proceso de convertirse en persona. Mi técnica terapéutica. Bartzelona: Paidós.
  • Sanz, J., Sistiaga, M., Urkidi, P., Andoño i., eta Orbegozo, k. (2018). Baso-eskola proiektu pilotuko haurren ebaluazio hezigarria burutzeko adierazleen defini-zioa. Tantak, 30(2), 63-78 or. https://doi.org/10.1387/ tantak.19322
  • Santos Guerra, M.A. (2014). La evaluación como aprendizaje. Cuando la flecha impacta en la diana. Madrid: Narcea Ediciones.
  • Skaugen, R. y Fiskum, t.A. (2015). How schools with good academic results justify use of outdoor education. International Education research, 3(4), 16-31 or.
  • Skolverket (2000) Lifelong Learning and Lifewide Learning. Stockholm. https://www.skolverket.se/ sb/d/193/url/.../pdf638.pdf%3Fk%3D638.
  • Stake, R.E. (2006). Evaluación comprensiva y evaluación basada en estándares. Bartzelona: Graó.
  • Waite, S. (2017). Child learning outside the classroom: from birth to eleven, Lon-don: Sage Publication Ltd.
  • Waite, S. (2016). «Forest school: A model for learning hollistically and outdoors». in Lees, H.E eta Noddings, N. (Ed.) The Palgrave International Handbook of Alternative Education, London: Palgrave-Macmillan, 289-304 or.
  • Waite, S., Bolling, M. eta Bentsen, P. (2016). Comparing apples and pears?: A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole. Environmental Education research,22(6), 868-892 or.
  • Zabalza, M.A. (1996). Calidad en educación infantil. Madrid: Narcea.
Data source: Dialnet