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elopment of outdoor environment in schools with natural materials
A response of future users
Aarne Johannes Niemelä1, Eva Prelovšek Niemelä1, Vesna Starman1
1 InnoRenew CoE, aarne.niemela@innorenew.eu, eva.prelovsek@innorenew.eu, vesna.starman@innorenew.eu
In this article, we present a concept of an outdoor natural thematic path to be installed in
a school’s environment in order to influence children’s physical and psychical development.
The path is designed with wood and other natural materials. Design of the natural path was
prepared in cooperation with interdisciplinary experts and discusses the importance of precisely
focused practices for physical development, sensory stimulation, development of concentration,
orientation in space, overcoming one's own boundaries and gaining self-esteem, development of
synaptic connections in the brain, visual memory, stimulation of social and moral development,
development of motivation, teamwork, sense of belonging, interdisci-plinary work and ecological
awareness.
In this paper, we will discuss the response of future users and change of the school’s learning
processes, which until now have been designed for the needs of a frontal learning system and,
therefore, unfriendly to users. By communicating the reasons why learning processes need to
be placed as much as possible in the natural environment, and the solution given, we want
to suggest crucial changes for the future development of schoolyards for more socially and
environmentally sustainable development of education.
Keywords: thematic path, wood, nature integration, school environment, cognitive development,
sustainable development, motor skills, sensory stimuli, cross-curricular integration, change of
learning environment, architectural planning of outdoor space
Acknowledgements: We gratefully acknowledge receiving funding from the Horizon 2020
Framework Programme of the European Union, H2020 WIDESPREAD-2-Teaming: #739574.
REFERENCES
Gyorek, N. 2010. Forest Pedagogy in Slovenia. Encountering, Experiencing and Exploring Nature in Education:
Collection of conference's papers, 10th annual EOE Conference (str.298-304). Rateče: Olimpic Sports Centre Planica.
http//www.csod.si/uploads/file/Mednarodna%20konferenca/Zbornik%202010_4.pdf
Hopwood-Stephens, I. 2013. Learning on your doorstep: Stimulating writing through creative play outdoors for ages
5-9. New York, London: Routhledge.
Kos, M. in Jerman, J. 2013. Provisions for outdoor play and learning in Slovene preschools. Journal of Adventure
Education and Outdoor Learning. 13(3).
Štemberger, V. 2012. Šolsko okolje kot učno okolje ali pouk zunaj. Razredni pouk: revija Zavoda RS za šolstvo, 14
/1/2), 84-90.
Wilson, R. 2008. Nature and Young Children. Outdoors. London.
INNORENEW COE INTERNATIONAL CONFERENCE 2020
26
A response of future users
Aarne Johannes Niemelä1, Eva Prelovšek Niemelä1, Vesna Starman1
1 InnoRenew CoE, aarne.niemela@innorenew.eu, eva.prelovsek@innorenew.eu, vesna.starman@innorenew.eu
In this article, we present a concept of an outdoor natural thematic path to be installed in
a school’s environment in order to influence children’s physical and psychical development.
The path is designed with wood and other natural materials. Design of the natural path was
prepared in cooperation with interdisciplinary experts and discusses the importance of precisely
focused practices for physical development, sensory stimulation, development of concentration,
orientation in space, overcoming one's own boundaries and gaining self-esteem, development of
synaptic connections in the brain, visual memory, stimulation of social and moral development,
development of motivation, teamwork, sense of belonging, interdisci-plinary work and ecological
awareness.
In this paper, we will discuss the response of future users and change of the school’s learning
processes, which until now have been designed for the needs of a frontal learning system and,
therefore, unfriendly to users. By communicating the reasons why learning processes need to
be placed as much as possible in the natural environment, and the solution given, we want
to suggest crucial changes for the future development of schoolyards for more socially and
environmentally sustainable development of education.
Keywords: thematic path, wood, nature integration, school environment, cognitive development,
sustainable development, motor skills, sensory stimuli, cross-curricular integration, change of
learning environment, architectural planning of outdoor space
Acknowledgements: We gratefully acknowledge receiving funding from the Horizon 2020
Framework Programme of the European Union, H2020 WIDESPREAD-2-Teaming: #739574.
REFERENCES
Gyorek, N. 2010. Forest Pedagogy in Slovenia. Encountering, Experiencing and Exploring Nature in Education:
Collection of conference's papers, 10th annual EOE Conference (str.298-304). Rateče: Olimpic Sports Centre Planica.
http//www.csod.si/uploads/file/Mednarodna%20konferenca/Zbornik%202010_4.pdf
Hopwood-Stephens, I. 2013. Learning on your doorstep: Stimulating writing through creative play outdoors for ages
5-9. New York, London: Routhledge.
Kos, M. in Jerman, J. 2013. Provisions for outdoor play and learning in Slovene preschools. Journal of Adventure
Education and Outdoor Learning. 13(3).
Štemberger, V. 2012. Šolsko okolje kot učno okolje ali pouk zunaj. Razredni pouk: revija Zavoda RS za šolstvo, 14
/1/2), 84-90.
Wilson, R. 2008. Nature and Young Children. Outdoors. London.
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