Play, Learn, and Teach Outdoors—Network (PLaTO-Net): terminology, taxonomy, and ontology

Background: A recent dialogue in the field of play, learn, and teach outdoors (referred to as “PLaTO” hereafter) demonstrated the need for developing harmonized and consensus-based terminology, taxonomy, and ontology for PLaTO. This is important as the field evolves and diversifies in its approaches, contents, and contexts over time and in different countries, cultures, and settings. Within this paper, we report the systematic and iterative processes undertaken to achieve this objective, which has built on the creation of the global PLaTO-Network (PLaTO-Net). Methods: This project comprised of four major methodological phases. First, a systematic scoping review was conducted to identify common terms and definitions used pertaining to PLaTO. Second, based on the results of the scoping review, a draft set of key terms, taxonomy, and ontology were developed, and shared with PLaTO members, who provided feedback via four rounds of consultation. Third, PLaTO terminology, taxonomy, and ontology were then finalized based on the feedback received from 50 international PLaTO member participants who responded to ≥ 3 rounds of the consultation survey and dialogue. Finally, efforts to share and disseminate project outcomes were made through different online platforms. Results: This paper presents the final definitions and taxonomy of 31 PLaTO terms along with the PLaTO-Net ontology model. The model incorporates other relevant concepts in recognition that all the aspects of the model are interrelated and interconnected. The final terminology, taxonomy, and ontology are intended to be applicable to, and relevant for, all people encompassing various identities (e.g., age, gender, culture, ethnicity, ability). Conclusions: This project contributes to advancing PLaTO-based research and facilitating intersectoral and interdisciplinary collaboration, with the long-term goal of fostering and strengthening PLaTO’s synergistic linkages with healthy living, environmental stewardship, climate action, and planetary health agendas. Notably, PLaTO terminology, taxonomy and ontology will continue to evolve, and PLaTO-Net is committed to advancing and periodically updating harmonized knowledge and understanding in the vast and interrelated areas of PLaTO

Editorial: Outdoor play and learning in early childhood from different cultural perspectives

This themed edition of the Journal of Adventure Education and Outdoor Learning focuses on outdoor play and learning in early childhood through a lens of cultural differences and similarities. Five articles are included in this special issue and are preceded by a discussion of the contemporary challenges in this area of research. During the last century, there has been an overwhelming change in the nature of children’s play in western countries (Brussoni, Olsen, Pike & Sleet, 2012). Play is an ambiguous concept concerning children’s “own” activity: a voluntary, intrinsically motivated experience where the activity itself is more important than the outcome (Bateson, 2005; Sutton-Smith, 1997). Play can include activities that are voluntarily engaged in, without adult intervention, characterized by fun, intense activity, spontaneity, freedom and self-initiative (Wiltz & Fein, 2006) but it can also encompass structured play with varying degrees of adult guidance

Editorial: Outdoor play and learning in early childhood from different cultural perspectives

This themed edition of the Journal of Adventure Education and Outdoor Learning focuses on outdoor play and learning in early childhood through a lens of cultural differences and similarities. Five articles are included in this special issue and are preceded by a discussion of the contemporary challenges in this area of research. During the last century, there has been an overwhelming change in the nature of children’s play in western countries (Brussoni, Olsen, Pike & Sleet, 2012). Play is an ambiguous concept concerning children’s “own” activity: a voluntary, intrinsically motivated experience where the activity itself is more important than the outcome (Bateson, 2005; Sutton-Smith, 1997). Play can include activities that are voluntarily engaged in, without adult intervention, characterized by fun, intense activity, spontaneity, freedom and self-initiative (Wiltz & Fein, 2006) but it can also encompass structured play with varying degrees of adult guidance