Publication Title
International Journal of Social Pedagogy
Document Type
Article
Abstract/Description
This article shares insights from a professional study tour of Danish early childhood education programmes, examining how social pedagogical principles are embedded in outdoor learning environments. During June 2024, a group of early childhood teacher educators from the United States visited forest kindergartens, adventure playgrounds and natural playscapes in Denmark as participants in the Nordic Outdoor Model of Education study tour. Through guided visits and observations, we documented pedagogical practices that demonstrate the application of social pedagogy– particularly the integration of head, heart and hands in supporting children’s holistic development. This article connects observed practices to social pedagogical theory, highlighting three key themes: uneven surfaces (trust and risk-taking); chipped plates (authentic materials and hands-on learning); and hiding spaces (autonomy and relational pedagogy). These practice insights offer a hopeful perspective for American educators, administrators, researchers and policymakers interested in incorporating outdoor education and social pedagogical approaches into school programmes.
Department
Curriculum and Instruction
DOI
https://doi.org/10.14324/111.444.ijsp.2026.v15.x.017
Issue
Special issue: When social pedagogy goes to school
Date
9-2-2026
Citation Information
Walker, K. (2026). ‘Uneven surfaces, chipped plates and hiding spaces: pedagogical practices in the Nordic outdoor model of education’. International Journal of Social Pedagogy, 15(1): 17. DOI: https://doi.org/10.14324/111.444.ijsp.2026.v15.x.017.
