What's new

This study explored nature connection practices in a nonformal, place-responsive outdoor homeschool programme for primary-aged children in Brisbane, Australia. It drew on posthuman educational theories, especially common worlds approaches, and place pedagogies. The practices were sit spot, solo wander, journalling, gathering, story-sharing and nature names. Children's stories, writing, drawings and collected natural items were analysed into narrative summaries. When integrated together, the practices fostered embodied and generative place encounters, enabled relationships with place and the more-than-human to emerge, and cultivated learning with place and (re)storying of place relations.

Why it matters in Aotearoa

The authors recommend these practices for programmes that focus on or integrate outdoor learning, which could include outdoor learning in Aotearoa schools and programmes.

Putting it into practice

Build a recurring sit spot and journalling routine into regular outdoor sessions, ending with a short story-sharing circle.

How strong is the evidence

This is a qualitative study of a group of children in one nonformal homeschool programme. The abstract does not give participant numbers, and it does not test the practices in school settings.

What to read

The descriptions of each practice and the children's journal entries.

Who it's for