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

Background: A recent dialogue in the feld 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 feld evolves and diversifes in its approaches, contents, and contexts over time and in diferent countries, cultures, and settings. Within this paper, we report the systematic and iterative processes under‑taken 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 defnitions 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 fnalized based on the feedback received from 50 international PLaTO member participants who responded to≥3 rounds of the consultation survey and dialogue. Finally, eforts to share and disseminate project outcomes were made through diferent online platforms. Results: This paper presents the fnal defnitions and taxonomy of 31 PLaTO terms along with the PLaTO-Net ontol‑ogy model. The model incorporates other relevant concepts in recognition that all the aspects of the model are interrelated and interconnected. The fnal 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 inter‑disciplinary 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

The perspectives of early childhood education and care practitioners in British Columbia on their outdoor play pedagogy

Compared with previous generations, young children in Canada have fewer opportunities to play outdoors and to experience the benefits of outdoor play such as improved physical and mental health and increased connection to the natural world. Early childhood education and care (ECEC) practitioners can increase young children’s access to outdoor play; however, they encounter challenges providing such opportunities. The purpose of this research project was to explore how ECEC practitioners who used an online outdoor play risk reframing tool (the ECO tool) describe outdoor play, their outdoor play pedagogy and the influences on their outdoor play pedagogy including the ECO tool and the COVID-19 pandemic. Eight ECEC practitioners in BC who used the ECO tool in a separate randomized control trial study of the tool were recruited for the present study. Using Symbolic Interactionism as the theoretical and methodological framework, qualitative data were collected from the participants through semi-structured online participant interviews. The ECEC practitioners described outdoor play as a valuable aspect of their programs, being child-driven, involving various forms of play, spending time in nature, and fun for children. The practitioners characterized their outdoor play pedagogy as being child-directed, and correspondingly that they minimized intervening in children’s outdoor play. Most practitioners portrayed their outdoor play pedagogy as juxtaposed to their indoor play pedagogy, where they adopted a more hands-off and less structured approach outdoors relative to indoors. Their outdoor play pedagogy also involved prioritizing time outdoors with children and providing a variety of affordances outdoors. The practitioners spoke of relationships with children, families, licensing, and colleagues as both constraints and supports on their outdoor play pedagogy. Most of the participants found that the ECO tool supported their outdoor play pedagogy; however, it had a neutral impact for a few participants. Finally, the COVID-19 created an impetus for these practitioners to enhance children’s opportunities for outdoor play, but they also encountered challenges related to the pandemic. Implications of the practitioners’ outdoor play pedagogy are discussed.Education, Faculty ofGraduat