Appendix  

Picture 1.1

Appendix
Picture 1.1
Picture 1.2
References
Argyrou, V. (2004). The logic of environmentalism: Anthropology, ecology, and post coloniality. New York, NY: Berghahn.
Berelson, B. (1971) Content analysis in communication research. New York: Hafner Publishing Company.
Bento, G., & Dias, G. (2017). The importance of outdoor play for young children's healthy development. Porto Biomedical Journal, 2(5), 157-160.
Bentsen, P., Mygind, e., & Randrup, T. (2009) Towards an understanding of udeskole: education outside the classroom in a Danish context. Education 3–13, 37:1, 29-44
Cohen, L., Manion, L. & Morrison, K. (2011) Research methods in education. Abingdon, Oxon [England]: Routledge.
Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its influence on children’s outdoor play. Journal of Outdoor and Environmental Education, 15(2), 24-35.
Driessnack, M. (2009). Children and nature-deficit disorder. Journal for Specialists in Pediatric Nursing, 14(1), 73.
Education.gov.scot. (2010). Available at: https://education.gov.scot/Documents/cfe-through-outdoor-learning.pdf
Evans, J. (2000). Where do the children play? Children Australia, 25(2), 35-40.
Fletcher, R. (2017) Connection with nature is an oxymoron: A political ecology of “nature-deficit disorder”, The Journal of Environmental Education, 48:4, 226-233, DOI: 10.1080/00958964.2016.1139534
Gill, T. (2010) Sem medo: crescer numa sociedade com aversão ao risco. Cascais: Princípia.
Hedges, H., & Lee, D. (2010). I understood the complexity within diversity: Preparation for partnership with families in early childhood settings. Asia – Pacific Journal of Teacher Education, 38(4), 257–272.
Jayasuriya, A., Williams, M., Edwards, T., & Tandon, P., (2016). Parents’ Perceptions of Preschool Activities: Exploring Outdoor Play, Early Education and Development, 27:7, 1004-1017, DOI: 10.1080/10409289.2016.1156989
National Foundation for Educational Research in England and Wales, & Dillon, J. (2005). Engaging and learning with the outdoors: The final report of the outdoor classroom in a rural context action research project.
O'neill, J. (2001). Building better global economic BRICs.
Little, H., Wyver, S., & Gibson, F., (2011). The influence of play context and adult attitudes on young children's physical risk‐taking during outdoor play, European Early Childhood Education Research Journal, 19:1, 113-131, DOI: 10.1080/1350293X.2011.548959
Louv, R. (2006). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill.
Louv, R. (2009). Do our kids have nature-deficit disorder. Educational Leadership, 67(4), 24-30.
O’Brien, L., & Murray, R. (2006). A marvellous opportunity for children to learn. A participatory evaluation of Forest School in England and Wales. Surrey: Forest Research.
Robson, C. (2002) Real world research: A resource for social scientists and practitioner-researchers (Vol. 2). Oxford: Blackwell.
Rouse, E. (2016). Making learning visible–parents perceptions of children's learning outdoors. Early Child Development and Care, 186(4), 612-623.
Tayler, C. (2006). Challenging partnerships in Australian early childhood education. Early Years. Journal of International Research & Development, 26, 249–265.
Turcova, I., J. Neuman, and A. Martin. 2003. The outdoors from a Czech perspective. Horizons 24: 26–9.
Paley, J. (2000). Paradigms and presuppositions: the difference between qualitative and quantitative research. Research and Theory for Nursing Practice, 14(2), 143.
Scottish Government. (2013) Play strategy for Scotland: our action plan. Available at: https://www.gov.scot/publications/play-strategy-scotland-action-plan/
Sottish Government (2020). Out to Play - creating outdoor play experiences for children: practical guidance. Available at: https://www.gov.scot/publications/out-play-practical-guidance-creating-outdoor-play-experiences-children/
Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis.
|