Outdoor provision for babies and toddlers: Exploring the practice/policy/research nexus in English ECEC settings

Journal article

Josephidou, Jo, Kemp, Nicola and Durrant, Ian 2021. Outdoor provision for babies and toddlers: Exploring the practice/policy/research nexus in English ECEC settings. European Early Childhood Education Research Journal. 29 (6). https://doi.org/10.1080/1350293x.2021.1985555
AuthorsJosephidou, Jo, Kemp, Nicola and Durrant, Ian
Abstract

A wealth of research evidences the positive impact of the outdoors for young children. Yet there is little relating to the experiences of babies and toddlers who attend daycare settings. This paper offers new knowledge about outdoor provision for under twos in the English context where there is a lack of explicit policy support for outdoor practice. Findings, captured through an online survey from Early Childhood Education and Care (ECEC) settings in one geographically diverse county, reveal a generally positive picture. This suggests that practice is ahead of research. However, the survey also highlights significant variability in outdoor provision. We suggest that, in the absence of a strong policy driver ECEC settings may be inadvertently laying the foundations for inequality of access to the outdoors. Furthermore, a lack of research evidence to inform practice may be contributing to an underdevelopment of the pedagogic value of outdoor environments.

KeywordsDevelopmental and educational psychology; Education; Early years; Early childhood
Year2021
JournalEuropean Early Childhood Education Research Journal
Journal citation29 (6)
PublisherTaylor & Francis
ISSN1350-293X
1752-1807
Digital Object Identifier (DOI)https://doi.org/10.1080/1350293x.2021.1985555
Official URLhttps://www.tandfonline.com/doi/full/10.1080/1350293X.2021.1985555
FunderFroebel Trust
Publication dates
Print20 Dec 2021
Online06 Oct 2021
Publication process dates
Accepted06 May 2021
Deposited23 Sep 2021
Publisher's version
License
Output statusPublished
Permalink -

https://repository.canterbury.ac.uk/item/8yv8z/outdoor-provision-for-babies-and-toddlers-exploring-the-practice-policy-research-nexus-in-english-ecec-settings

Download files

Publisher's version
Outdoor provision for babies and toddlers exploring the practice policy research nexus in English ECEC settings.pdf
License: CC BY-NC-ND 4.0

  • 129
    total views
  • 169
    total downloads
  • 2
    views this month
  • 3
    downloads this month

Export as

Related outputs

Nexus researching church toddler groups
Casson, A., Pittaway, A., Woolley, M., Watts, T., Clemmey, K., Kemp, N. and Bowie, B. 2024. Nexus researching church toddler groups. Canterbury National Institute for Christian Education Research (NICER).
From weeds to tiny flowers: Rethinking the place of the youngest children outdoors
Kemp, N., Josephidou, J. and Bolshaw, P. 2023. From weeds to tiny flowers: Rethinking the place of the youngest children outdoors. Canterbury Canterbury Christ Church University.
A life ‘in and with’ nature in the period of earliest childhood'
Kemp, N. and Josephidou, J 2023. A life ‘in and with’ nature in the period of earliest childhood'. in: The Bloomsbury Handbook to Friedrich Froebel London Bloomsbury.
Creating spaces called hope: the critical leadership role of owner/managers in developing outdoor pedagogies for infants and toddlers
Kemp, N. and Josephidou, Jo 2023. Creating spaces called hope: the critical leadership role of owner/managers in developing outdoor pedagogies for infants and toddlers. Early Years. https://doi.org/10.1080/09575146.2023.2235913
Paying attention to the spiritual flourishing of young children in church toddler groups: a scoping study evaluating the feasibility of a research study in this context
Casson, A., Woolley, M., Pittaway, Ann, Watts, Tansy, Kemp, Nicola, Bowie, B., Clemmey, Katie and Aantjes, R. 2023. Paying attention to the spiritual flourishing of young children in church toddler groups: a scoping study evaluating the feasibility of a research study in this context. Religions. 14 (2), p. 236. https://doi.org/10.3390/rel14020236
The fierce urgency of now? Navigating paradoxes in sustainability education
Scoffham, S., Kemp, N. and Consorte-McCrea, A. 2022. The fierce urgency of now? Navigating paradoxes in sustainability education. International Journal of Sustainability in Higher Education. 23 (1), pp. 1-3. https://doi.org/10.1108/IJSHE-01-2022-515
Developing an ECEC response to the global environmental crisis: The potential of the Froebelian-inspired ‘NENE Pedagogy’
Kemp, N., Josephidou, J. and Watts, T. 2022. Developing an ECEC response to the global environmental crisis: The potential of the Froebelian-inspired ‘NENE Pedagogy’.
A life ‘in and with nature?’ Developing nature engaging and nature enhancing pedagogies for babies and toddlers
Josephidou, J. and Kemp, N. 2022. A life ‘in and with nature?’ Developing nature engaging and nature enhancing pedagogies for babies and toddlers . Global Education Review.
Babies and toddlers outdoors: a narrative review of the literature on provision for under twos in ECEC settings
Kemp, N. and Josephidu, J. 2021. Babies and toddlers outdoors: a narrative review of the literature on provision for under twos in ECEC settings. Early Years: An International Journal of Research and Development. 43 (1), pp. 137-150. https://doi.org/10.1080/09575146.2021.1915962
Where are the babies? Engaging under twos with the outdoors
Kemp, N. 2020. Where are the babies? Engaging under twos with the outdoors. Canterbury Canterbury Christ Church University.
Making connections with their world: Outdoor provision for under-twos in early childhood settings in Kent
Kemp, N., Josephidou, J. and Durrant, I. 2020. Making connections with their world: Outdoor provision for under-twos in early childhood settings in Kent . Canterbury Canterbury Christ Church University.
The paradox model: towards a conceptual framework for engaging with sustainability in higher education
Kemp, N. and Scoffham, S. 2020. The paradox model: towards a conceptual framework for engaging with sustainability in higher education. International Journal of Sustainability in Higher Education. https://doi.org/10.1108/IJSHE-08-2020-0311
Conclusion: Stepping into sustainable futures: actions, developments and networks
Kemp, N., Wall, T., Puntha, H., Molthan-Hill, P, Puntha, S. and Baden, D. 2020. Conclusion: Stepping into sustainable futures: actions, developments and networks. in: Molthan-Hill, P., Luna, H., Wall, T., Puntha, H. and Baden, D. (ed.) Storytelling for Sustainability in Higher Education: An Educator's Handbook Routledge. pp. 386-398
Education for sustainability in early childhood education: sustainability transformation through collaboration
Kemp, N. and Bolshaw, P. 2020. Education for sustainability in early childhood education: sustainability transformation through collaboration. in: Prioritizing Sustainability Education: A Comprehensive Approach Abingdon Routledge. pp. 161-175
The educational potential of the Harmony Project
Kemp, N., Pagden, A. and J. Marshall. 2019. The educational potential of the Harmony Project. Canterbury Christ Church University.
Views from the staffroom: Forest School in English primary schools
Kemp, N. 2019. Views from the staffroom: Forest School in English primary schools . Journal of Adventure Education & Outdoor Learning. 20 (4), pp. 369-380. https://doi.org/10.1080/14729679.2019.1697712
The ‘connecting children and nature network’: building a collaborative partnership for change
Kemp, N. 2015. The ‘connecting children and nature network’: building a collaborative partnership for change. Local Economy. https://doi.org/10.1177/0269094215578225
Review 'the Palgrave international handbook of alternative education. edited by Helen E. Lees and Nel Noddings. Macmillan Publishers Ltd: London 2016'
Kemp, N. 2017. Review 'the Palgrave international handbook of alternative education. edited by Helen E. Lees and Nel Noddings. Macmillan Publishers Ltd: London 2016'. British Journal of Educational Studies. https://doi.org/10.1080/00071005.2017.1381432
The place of forest school in English primary schools: senior leader perspectives
Kemp, N. and Pagden, A. 2018. The place of forest school in English primary schools: senior leader perspectives. Education 3-13: International Journal of Primary, Elementary and Early Years Education. https://doi.org/10.1080/03004279.2018.1499791
Educating children with life limiting and life threatening conditions
Robinson, S. and Durrant, I. 2018. Educating children with life limiting and life threatening conditions. Teaching Transforms Lives: How Can Teacher Education Help Address Social Inequality. Discovery Park, Sandwich, Kent 19 Jun 2018
Teachers communicating about life-limiting conditions, death and bereavement
Robinson, S., Ekins, A., Durrant, I. and Summers, K. 2018. Teachers communicating about life-limiting conditions, death and bereavement. Pastoral Care in Education. 36 (1), pp. 57-69. https://doi.org/10.1080/02643944.2017.1422007
Understanding the therapeutic benefits of engagement with the natural environment within the Dandelion Time approach: a review of literature
Kemp, N. and Watts, T. 2017. Understanding the therapeutic benefits of engagement with the natural environment within the Dandelion Time approach: a review of literature. Canterbury Christ Church University.
Curriculum review of ESD at CCCU: a case study in health and wellbeing
Consorte-McCrea, A., Griggs, C. and Kemp, N. 2017. Curriculum review of ESD at CCCU: a case study in health and wellbeing. in: Leal Filho, W. (ed.) Implementing Sustainability in the Curriculum of Universities: Approaches, Methods and Projects Springer. pp. 247-262
Educating children with life-limiting conditions. A practical handbook for teachers and school-based staff
Ekins, A., Robinson, S., Durrant, I. and Summers, K. 2017. Educating children with life-limiting conditions. A practical handbook for teachers and school-based staff. London Routledge.
Inclusive educational provision for newly-arrived unaccompanied asylum-seeking and refugee children: a study in a single school in Kent
Peterson, A., Durrant, I., Meehan, C. and Ali, Z. 2017. Inclusive educational provision for newly-arrived unaccompanied asylum-seeking and refugee children: a study in a single school in Kent. Canterbury Canterbury Christ Church University.
What are the educational needs and experiences of asylum-seeking and refugee children, including those who are unaccompanied, with a particular focus on inclusion? - A literature review
Peterson, A., Meehan, C., Ali, Z. and Durrant, I. 2017. What are the educational needs and experiences of asylum-seeking and refugee children, including those who are unaccompanied, with a particular focus on inclusion? - A literature review. Canterbury Canterbury Christ Church University.
Whole Earth? Developing an early childhood education response
Bolshaw, P. and Kemp, N. 2016. Whole Earth? Developing an early childhood education response.
Whole Earth? Developing an early childhood education response
Kemp, N. and Bolshaw, P. 2016. Whole Earth? Developing an early childhood education response.
Whole Earth?: Developing an early childhood education response
Kemp, N. and Bolshaw, P. 2016. Whole Earth?: Developing an early childhood education response.
Inside out and upside down (Learning, Teaching and Research strand)
Vujakovic, P. and Kemp, N. 2014. Inside out and upside down (Learning, Teaching and Research strand). 18th Environmental Association of Universities and Colleges Annual Conference. Nottingham Trent University
Evaluation of Mencap’s Inspired Educators project
Ellis, S., Durrant, I. and Lynne Graham-Matheson, L. 2015. Evaluation of Mencap’s Inspired Educators project.
It’s contagious! developing sustainability perspectives in academic life at a UK university
Scoffham, S. and Kemp, N. 2014. It’s contagious! developing sustainability perspectives in academic life at a UK university. in: Integrating Sustainability Thinking in Science and Engineering Curricula, Switzerland Springer. pp. 89-102
Teaching for Life
Durrant, I., Robinson, S., Ekins, A., Summers, K. and Jones, H. 2014. Teaching for Life. Canterbury Canterbury Christ Church University.
Teaching for life
Robinson, S. and Durrant, I. 2014. Teaching for life.
Earning its keep: a social return of investment study of CCCU Arts & Culture at the Old Lookout Gallery, Broadstairs
Durrant, I. and Shepherdson, S. 2013. Earning its keep: a social return of investment study of CCCU Arts & Culture at the Old Lookout Gallery, Broadstairs. Broadstairs Canterbury Christ Church University.
The impact of extended services in Kent
Durrant, I. 2012. The impact of extended services in Kent.
Schools and their communities: pupil and teacher perceptions of community action
Durrant, I., Peterson, A., Hoult, E. and Leith, L. 2011. Schools and their communities: pupil and teacher perceptions of community action.
Pupil and teacher perceptions of community action: an English context
Durrant, I., Peterson, A., Leith, L. and Hoult, E. 2012. Pupil and teacher perceptions of community action: an English context. Educational Research. 54 (3), pp. 259-283. https://doi.org/10.1080/00131881.2012.710087
The impact of extended services in Kent
Durrant, I. and Peterson, A. 2012. The impact of extended services in Kent. Canterbury Canterbury Christ Church University.
Guides for measuring the impact of educational programmes
Durrant, I. and Schmit, A. 2009. Guides for measuring the impact of educational programmes. Canterbury Canterbury Christ Church University.
Local Authority Development Collaboratives 2008-09 report
Leith, L., Durrant, I., Moore, Joanne and Timothy, A. 2009. Local Authority Development Collaboratives 2008-09 report. Canterbury Canterbury Christ Church University.