Affordances guiding Forest School practice: The application of the Ecological Dynamics approach

Forest School focuses on child development underlining nature-connection and play pedagogy. Practitioners facilitate child-led learning through a deep observation approach. However, challenges and assumptions exist in such approaches. Additionally, a critical examination of the practice reveals that it may be lacking a solid theoretical underpinning that can respond to diverse contexts and participants while escaping a one-size-fits-all approach encouraged by commercialisation. Ecological Dynamics offers a theoretical framework that has the potential to guide Forest School practice and clarify its effectiveness. Specifically, notions of affordances combined with analysis at the level of person-environment relationships could guide future design and implementation of activities. Benefits could include realising and attuning to affordances which have sociocultural and individual connotations, thereby respecting local cultures and their community resources. The role of the Forest School practitioner becomes one of facilitating diverse populations in their perception of affordances in nature for individualised benefits, including well-being

A comparison of four typical green exercise environments and prediction of psychological health outcomes

Aims: 'Green exercise' (GE) is physical activity while simultaneously being exposed to nature. GE comprises three physical components: the individual, the exercise and the environment, and one processes component encompassing a range of psychological and physiological processes. Previous research has consistently shown affective benefits of GE compared to equivalent non-GE. Investigating the possibility of optimum GE environments may help maximise health benefits. The aim of this study was to compare affective outcomes of GE participation between four different typical GE environments (beach, grasslands, riverside, heritage), and further examine influences of several physical component-related variables and one processes component-related variable, on these outcomes. Method: Participants (N = 331) completed questionnaires before and after a 5km run, at one of four parkrun event locations. Results: Self-esteem (" = 1.61, 95% confidence interval (CI) = (1.30, 1.93)), stress (" = '2.36, 95% CI = ('3.01, '1.71)) and mood (" = '5.25, 95% CI = ('7.45, '3.05)) all significantly improved from pre- to post-run (p < .05). Improvements in these measures were not significantly different between environments. Several component-related variables significantly predicted these improvements, accounting for 9% of self-esteem improvement, 1.6% of perceived stress improvement, and 9.5% of mood improvement. Conclusion: GE offers accessible provision for improving acute psychological wellbeing. A lthough nature-based exercise environments can facilitate affective outcomes, the overall type of nature may be less critical. Other characteristics of the individual, exercise and environment can significantly influence attainment of psychological GE benefits. However, the results support a greater importance of the processes component in attaining previously reported affective outcomes

Spirituality and giftedness type: A tale of adolescent variance

This chapter is an overview of the key discussions and findings from the author\u27s PhD thesis (Walton, 2015). Spirituality and its relation to giftedness are discussed, along with the theoretical framework for the research. The latter included applying the principles of Multiple Intelligences theory (MI) to the Differentiated Model of Giftedness and Talent (DMGT), creating the Differentiated Model of Multiple Intelligences (DMMI). An examination of the differences and commonalities in Australian gifted policies, with suggested categorisation, provided the background framing. Adolescents who were members of academic, creative and sporting gifted groups in schools in a large regional area of New South Wales (NSW) were surveyed on their views in relation to spirituality, along with a non-gifted control group. The key findings were: (1) significant variation in the spirituality of female gifted students, which were not reflected in the male responses; and (2) the Creative group scores were generally higher than the other groups, but this was not consistent across spirituality domains