[Autom. eng. transl.] For several years, pedagogical research aimed at early childhood has been reflecting on unpublished epistemological and methodological questions and has experimented with new forms and opportunities aimed at enhancing the quality of services offered to children. In this way, a privileged way to effectively achieve the quality education that Agenda 2030 assumes as the fourth of the seventeen objectives of sustainable development is identified. In particular, emblematic national and international research documents the close link between the physical, mental and emotional health of children and direct experience in contact with nature. In the awareness that a balanced and competent sustainable educational planning is carried out according to a virtuous intertwining of indoor and outdoor education, the knowledge and practices that nature offers certainly constitute an emblematic value and identity framework. Any relationship takes place in precise spatio-temporal coordinates within which meanings are negotiated and symbolic references are shared. Taking the natural environment as a framework, operating sustainability as a daily practice, asks to remember the past and at the same time offers space for the narration of identity and introduces the dimension of the future.
|Translated title of the contribution||[Autom. eng. transl.] Educational relationship and pedagogical planning in agrinido|
|Title of host publication||OutdoorEducation. sguardi interpretativi e dimensioni pedagogiche|
|Number of pages||14|
|Publication status||Published - 2018|
- Outdoor education, agrinido, relazione