Implementing a Play-Based Forest Classroom Following the Onset of Covid-19
Bibliographic Data
| ID | 21746216 |
|---|---|
| Authors | Kevin Stinehart, Jill Shelnut, Meghan Chandler, M Tamra Chandler, Barry A Garst (0000-0002-4706-3477), Stephanie P Garst |
| Year | 2022 |
| Volume | 32 |
| Issue | 1 |
| Pages | 196-209 |
| Publication date | 2022-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Children Youth and Environments (JOURNAL) |
| Journal identifiers | ISSN: 1546-2250 • E-ISSN: 1546-2250 |
| Publisher | Project MUSE (PUBLISHER • US) |
| DOI | 10.1353/cye.2022.0008 |
| OpenAlex | W4296065805 |
| Language | EN |
This field report describes how a forest classroom was implemented for elementary-aged students during the COVID-19 pandemic. The aim was to provide students with an opportunity to connect with nature, engage with diverse nature-based learning experiences, and participate in arts-integrated subjects utilizing outdoor spaces adjacent to the school. In addition to describing how this play initiative was developed and implemented, children's perspectives are provided on the academic and socio-emotional outcomes associated with the forest classroom. Recommendations for research and practice are shared, suggesting clear future directions for advancing this work
2019-20 coronavirus outbreak · Mathematics education · Pandemic · Pedagogy · Political science · The arts · Animal and Plant Science Education · Diverse Educational Innovations Studies · Engineering · Medicine · Psychology · Urban Green Space and Health
| Highly cited | No |
|---|