When are you taking us outside? An exploratory study of the integration of the outdoors in preschool and primary education in Quebec

en développement curriculaire (CUDC), Université du Québec à Montréal, Montréal, QC, Canada 3 Centre de Recherche Interdisciplinaire sur la Formation et la Profession Enseignante (CRIFPE), Université du Québec à Montréal, Montréal, QC, Canada 4 École de Santé Publique de l’Université de Montréal (ESPUM), Montréal, QC, Canada 5 Centre de recherche de l’Institut de Santé Mentale de Montréal (CRIUSMM), Montréal, QC, Canada ABSTRACT Introduction: Recent research investigating the benefits of being outdoors and contact with nature in children showed strong associations with children’s health and development. More teachers are choosing to integrate outdoor learning (OL) into their practice in Quebec, but few studies have focused on OL in the school environment, particularly in Canada and more specifically in Quebec, despite the fact that the school context lends itself favorably to this practice. Objective: The purpose of this study was to portray OL in preschool and primary schools in Québec by identifying three key elements: 1) teachers’ perception of OL, 2) its uses in schools, and 3) teaching strategies and factors that influence teachers’ integration of OL. Methodology: Semi-structured group interviews (n=4) conducted with 14 teachers and participant observations (n=4) were used for data collection. Inclusion criteria were to be a preschool or primary school teacher, to have taught at least eight sessions of OL in the past year, and to have no connection or contact with the research team prior to the start of the study. Results: First, the results showed that teachers commonly understood outdoor as being in the open air, practicing a physical activity, the presence of nature, having educational freedom and an intended objective. Second, teachers appeared to incorporate a variety of pedagogical intentions in OL (e.g., environmental awareness, interdisciplinary learning), in a variety of settings (e.g., city parks, woodlands), and with a variety of academic subjects and learning tasks (e.g., French, mathematics). Third, teachers used a wide range of teaching strategies in OL (e.g., having flexible planning and well-established routines). Participants also identified multiple factors specific to their setting that appeared to facilitate (e.g., parental support) or limit (e.g., storage of materials) their integration of OL into the school environment. Conclusion: This study provided a better understanding of the current use of the OL in the Quebec school environment by identifying the common characteristics, limitations and winning strategies of its use in schools. Teachers and schools interested in OL could benefit from the results of this study, particularly those interested in adopting a Forest School or Udeskole approach

Transformative learning for a sustainable and healthy future through ecosystem approaches to health: insights from 15 years of co-designed ecohealth teaching and learning experiences

This paper presents insights from the work of the Canadian Community of Practice in Ecosystem Approaches to Health (CoPEH-Canada) and 15 years (2008–2022) of land-based, transdisciplinary, learner-centred, transformative learning and training. We have oriented our learning approaches to Head, Hands, and Heart, which symbolise cognitive, psychomotor, and affective learning, respectively. Psychomotor and affective learning are necessary to grapple with and enact far-reaching structural changes (eg, decolonisation) needed to rekindle healthier, reciprocal relationships with nature and each other. We acknowledge that these approaches have been long understood by Indigenous colleagues and communities. We have developed a suite of teaching techniques and resources through an iterative and evolving pedagogy based on participatory approaches and operating reciprocal, research-pedagogical cycles; integrated different approaches and ways of knowing into our pedagogy; and built a networked Community of Practice for continued learning. Planetary health has become a dominant framing for health-ecosystem interactions. This Viewpoint underscores the depth of existing scholarship, collaboration, and pedagogical expertise in ecohealth teaching and learning that can inform planetary health education approaches.University of Northern British ColumbiaRevisión por pare

Renaissances du Mystère en Europe

Destin extraordinaire que celui du mystère ! Secret à ses origines, puis extrêmement populaire au Moyen Âge et de ce fait interdit en France. Quasi oublié dans les siècles qui suivent, toujours repris, souvent trahi, le genre du mystère ressurgit en force à la fin du xixe siècle un peu partout en Europe, et semble toujours bien vivace en ce début du xxie siècle. Mais les spectacles pluriels qu'il désigne, les pratiques théâtrales qu'il implique, n'affichent plus qu'un lointain rapport avec les modèles antique et médiéval. De Dumas à Castellucci, de Lorca à Pommerat, de Claudel à Dario Fo, de Barnes à Tabori, quel sens faut-il donc donner au mot mystère ? Les formes modernes qui se développent depuis la fin du xixe siècle relèvent-elles du genre du mystère ? Et d'ailleurs, est-on fondé à parler de genre ? Si les mystères antiques, réservés aux seuls initiés, ont gardé nombre de leurs secrets, les travaux des spécialistes du Moyen Âge ont éclairé les formes et les enjeux didactiques et spectaculaires des mystères médiévaux. Il manquait une étude générale sur les formes modernes, voire contemporaines, du mystère en Europe. C'est désormais chose faite. Des chercheurs français et étrangers issus de plusieurs disciplines, des praticiens du théâtre, des romanciers se sont attachés à comprendre la pérennité du mystère jusqu'à nos jours, à en cerner les déclinaisons et réinvestissements, tout en faisant apparaître les enjeux que lui confère la modernité

Low incidence of SARS-CoV-2, risk factors of mortality and the course of illness in the French national cohort of dialysis patients

International audienceThe aim of this study was to estimate the incidence of COVID-19 disease in the French national population of dialysis patients, their course of illness and to identify the risk factors associated with mortality. Our study included all patients on dialysis recorded in the French REIN Registry in April 2020. Clinical characteristics at last follow-up and the evolution of COVID-19 illness severity over time were recorded for diagnosed cases (either suspicious clinical symptoms, characteristic signs on the chest scan or a positive reverse transcription polymerase chain reaction) for SARS-CoV-2. A total of 1,621 infected patients were reported on the REIN registry from March 16th, 2020 to May 4th, 2020. Of these, 344 died. The prevalence of COVID-19 patients varied from less than 1% to 10% between regions. The probability of being a case was higher in males, patients with diabetes, those in need of assistance for transfer or treated at a self-care unit. Dialysis at home was associated with a lower probability of being infected as was being a smoker, a former smoker, having an active malignancy, or peripheral vascular disease. Mortality in diagnosed cases (21%) was associated with the same causes as in the general population. Higher age, hypoalbuminemia and the presence of an ischemic heart disease were statistically independently associated with a higher risk of death. Being treated at a selfcare unit was associated with a lower risk. Thus, our study showed a relatively low frequency of COVID-19 among dialysis patients contrary to what might have been assumed