In our contemporary society, educational contexts are becoming increasingly structured, reducing any children's opportunity to be in contact with nature, and hence, to grow and learn in open spaces. There is a growing perception of risk from lifestyle in the early years of life, with regard to sedentary lifestyles that result not only from school activity but also from virtual pastimes with detrimental effects on childhood growth and health. This phenomenon has been called a 'nature deficit disorder' by Louve (2006). A rapprochement between children and nature, in its wildest and most accessible form, is deemed desirable; outdoor education, particularly forest pedagogy, can be an opportunity to meet this need. Following an initial analysis of the scientific literature, supplemented by the analysis of policy-making documentation at a transnational level (UN, OECD, EU) to research the relevance of the outdoors in the policy-making of these bodies, this thesis found a fragmented and unsystematic focus on outdoor approaches. In the context of increasing attention to sustainability, however, the outdoors might not only be justified, but relevant. Therefore, the research focused on a comparative analysis approach, conducted between Denmark and Italy. Initially, the ministerial indications on outdoor education for the 0-6 age group were researched and then some technical information (location, team composition, available places, age of the users and service hours) and other information (pedagogical background, continuity, effectiveness) of two Danish and two Italian educational services that have adopted this pedagogical model were compared. The results underlined the different states of progress between European states, which requires further attention. The scientific literature and the policy-making documentation analysis, followed by the comparative research lay the groundwork for thinking about the opportunity and relevance of disseminating this educational model. According to the results of the comparative research, the model should start with the preparation of planning tools and best practices by the government in order to favour a "mainstreaming" application of the forest pedagogy in children's services at a partial or total level. Furthermore, further scholarly research is necessary in order to report on this method's effectiveness and to promote outdoor training pre-service and continuing educators and teachers' professional development.
La società attuale offre contesti educativi sempre più strutturati che riducono la possibilità per i bambini di entrare in contatto con la natura e di vivere esperienze di crescita e apprendimento in spazi aperti. Cresce nei vari contesti informativi la percezione di rischio derivante dallo stile di vita nei primi anni di vita, in particolare, per quanto riguarda la sedentarietà che consegue non solo all'attività scolastica ma anche a passatempi virtuali con effetti dannosi sulla crescita e salute infantile. Tale fenomeno è stato denominato da Louv (2006) un "disturbo da deficit di natura". Si ritiene desiderabile un riavvicinamento tra bambini e natura, nella sua forma più selvaggia e libera; l’outdoor education e in particolare la pedagogia del bosco può essere un’opportunità per rispondere a questa necessità. Facendo seguito ad una prima analisi della letteratura scientifica, integrata dall'analisi di documentazione di policy making a livello transnazionale (ONU, OCSE, UE) per ricercare la rilevanza dell’outdoor nel policy making di questi enti, la presente tesi ha riscontrato una attenzione frammentata e poco sistematica sugli approcci outdoor. In un contesto di crescente attenzione alla sostenibilità, tuttavia, l'outdoor potrebbe essere non solo giustificato, ma rilevante. Il lavoro di ricerca si è quindi concentrato su un approccio di analisi comparata, condotto tra Danimarca e Italia. Sono state inizialmente ricercate le indicazioni ministeriali sull’outdoor per la fascia 0-6 e successivamente sono state confrontate alcune informazioni tecniche (luogo, composizione équipe, posti disponibili, età degli utenti e orario del servizio) e altre informazioni (sfondo pedagogico, continuità, efficacia) di due servizi educativi danesi e due italiani che hanno adottato questo modello pedagogico. I risultati hanno sottolineato il diverso stato di avanzamento tra gli stati Europei, che richiede ulteriore attenzione. L'analisi della letteratura scientifica, la documentazione di policy making, e la ricerca comparata gettano le basi per pensare all'opportunità e rilevanza della diffusione di questo modello educativo. Secondo quanto analizzato, il modello dovrebbe partire dalla predisposizione di strumenti di programmazione e di best practices da parte del governo per favorirne l’applicazione "mainstreaming" nei servizi per l’infanzia a livello parziale o totale. Inoltre si rende necessaria un’attività di ricerca da parte del mondo accademico per poterne rendicontare l’efficacia e promuovere la formazione outdoor nel curricolo e lo sviluppo professionale degli educatori e dei maestri.
Una scuola con il tetto di cielo: la pedagogia del bosco in un’analisi comparata tra Danimarca e Italia
BADO, MADDALENA
2022/2023
Abstract
In our contemporary society, educational contexts are becoming increasingly structured, reducing any children's opportunity to be in contact with nature, and hence, to grow and learn in open spaces. There is a growing perception of risk from lifestyle in the early years of life, with regard to sedentary lifestyles that result not only from school activity but also from virtual pastimes with detrimental effects on childhood growth and health. This phenomenon has been called a 'nature deficit disorder' by Louve (2006). A rapprochement between children and nature, in its wildest and most accessible form, is deemed desirable; outdoor education, particularly forest pedagogy, can be an opportunity to meet this need. Following an initial analysis of the scientific literature, supplemented by the analysis of policy-making documentation at a transnational level (UN, OECD, EU) to research the relevance of the outdoors in the policy-making of these bodies, this thesis found a fragmented and unsystematic focus on outdoor approaches. In the context of increasing attention to sustainability, however, the outdoors might not only be justified, but relevant. Therefore, the research focused on a comparative analysis approach, conducted between Denmark and Italy. Initially, the ministerial indications on outdoor education for the 0-6 age group were researched and then some technical information (location, team composition, available places, age of the users and service hours) and other information (pedagogical background, continuity, effectiveness) of two Danish and two Italian educational services that have adopted this pedagogical model were compared. The results underlined the different states of progress between European states, which requires further attention. The scientific literature and the policy-making documentation analysis, followed by the comparative research lay the groundwork for thinking about the opportunity and relevance of disseminating this educational model. According to the results of the comparative research, the model should start with the preparation of planning tools and best practices by the government in order to favour a "mainstreaming" application of the forest pedagogy in children's services at a partial or total level. Furthermore, further scholarly research is necessary in order to report on this method's effectiveness and to promote outdoor training pre-service and continuing educators and teachers' professional development.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/46422