4. Harris, F. GNH for children embedding GNH values in ... · Paro, Bhutan from 4-6 November 2015 1 Gross National Happiness for Children: Embedding GNH values in education Frances

This paperwas presented for the International Conference onGrossNationalHappiness onGNH, held inParo,Bhutanfrom4-6November2015

1

GrossNationalHappinessforChildren:EmbeddingGNHvaluesineducation

FrancesHarris,UniversityofHertfordshire,UK

PresentedtoGrossNationalHappinessConference,Paro,BhutanNov4-6,2015.

Abstract

Children’swellbeingisofincreasingconcernglobally,asseenbythedevelopmentandimplementationof theUNconventionon therightsof thechild. Increasingly, childrenarebeingdiagnosedwithproblemsassociatedwithlackofphysicalfitnessandobesity,or mental health problems including depression. Schools and educationalestablishments play a key role in supporting children’s intellectual, physical andemotionaldevelopment.Educationalmodelsarenowmoreawareoftheimportanceofaholisticapproachtochildren’seducation,focussingnotonlyonacademicknowledge,but also physical and mental health and wellbeing, especially personal, social andemotional development. Reconnecting children with nature, through learning in thenaturalenvironment,isseenasawayforwardinmanycountries.Theculturalvalueofthenaturalenvironmentisclearlyidentifiedinecosystemservicesframeworks,andinnationalecosystemassessments.Thispaperreviewstheroleoflearninginthenaturalenvironmentinsupportingchildren’seducationandwellbeing,drawingontheauthor’sempirical research on farm education, forest school and outdoor science learning. Itconcludeswithadiscussionofthechallengesofidentifyingsuitableindicatorsforsuchaholisticmodelofeducation.

Introduction

This paper considers the importance of considering children’s wellbeing withineducationalsystems.Itarguesthateducationalsystemshavearoletoplayinensuringthat children develop holistically, developing not only knowledge and skills, but alsolearning broader life skills and coping strategies. Central to this is a child-centredapproachwhichconsiderschildren’spersonal, socialandemotionaldevelopment.Thepaperreviewsthepotentialbenefitsoftimeoutdoorsinnatureforchildren’swellbeing.It then considers the potential of common outdoor learning practices in the UK tocontributetochildren’sdevelopment.ThepaperrelatesthesetotheGNHprinciplesandvaluesembeddedintheeducationalsysteminBhutan,andsuggeststhatadoptingmoreoutdoor learning in schools in Bhutan could contribute towards teaching these GNHvalues in theBhutaneseeducational system. It concludesbyconsideringhowsuchaninterventionmightbeevaluated.


2

Children’swellbeing

Children’s wellbeing is of growing concern nationally and internationally. Children’swellbeingrequiresthattheirfundamentalneedsoffood,water,sanitationaremet,andhealthandeducation services can support theirdevelopmentas theygrow.However,therehasbeenamovefromconcernaboutsurvivaltowardsconsiderationofwellbeing,and from traditional indicators towards more child-centred indicators (Ben-Arieh,2008).TheUN’sconventionontherightsof thechildsetsout42areasofconcernforchildren’s wellbeing. These include the right of the child to a good education,appropriatehealthcare,therighttoplayandrest,andtherighttoexpressthemselvesintermsoflanguage,cultureandreligion.Inadditiontherearespecificareasofconcernregardingchallengingcircumstancessuchasthoselivingwithdisabilities,experiencingchild labour, or separated from theirparents.TheGoodChildhoodReport (Children’sSociety, 2013) distinguishes between subjective (hedonic) wellbeing comprisingaffective (positive and negative feelings) and cognitive assessments (e.g. lifesatisfaction), and psychological (eudaimonic) wellbeing which relates to self-acceptance, environmental mastery, positive relationships, autonomy, purpose in lifeandpersonalgrowth.

International assessmentsof children’swellbeing (e.g.WorldHappinessReport, 2015(Helliwell et al, 2015)) attempt tomeasure and comparepopulations acrossdifferenteconomicandculturalsettings,usingobjectiveindicatorssuchashumandevelopmentindex (HDI), quality of life, and more subjective indicators such as people’s self-assessmentoflifesatisfactionandpositiveornegativeemotions.Prioritiesforachievingwellbeingforchildrenvaryacrossnationsaccordingtolevelofdevelopment,provisionof services such as education and healthcare, cultural values and social and politicalcircumstances. Cultural and religious values shape and define goals for wellbeing. Inmanywesterncountrieschallenges forchildren’swellbeing includemaintaining levelsof physical fitness and avoiding the obesity pandemic; growing concerns aboutchildren’mentalhealth,particularlydepression,fatigueandantisocialbehaviours;andtheriseindiagnosedlearningdisabilitiessuchasdyslexia,autismandattentiondeficithyperactivitydisorder(ADHD).

Valuingbiodiversity:societalbenefitsfromenvironmentalcapital

Biodiversity has traditionally been valued in many ways (Harris, 2012) from clearlyeconomic uses (timber, fuel, crops, medicinal plants), to biological uses (geneticdiversity, elements for biological control) through to its role as a recreationalenvironment.Theseusescanbedirectorindirect(e.g.watershedprotection,regulatingglobalecosystems).TheMillenniumEcosystemAssessment(2005)hashighlightedthesocietalor cultural valueofbiodiversity, its role inproviding space for recreation; itsreligiousandspiritualvalue;itsaestheticvalue.


3

Theenjoymentofnatural spaces forrecreationalpurposes iscommon,and there isalonghistoryofsocietieswhichpromoterestandrelaxationinnature(e.g.SierraclubinUSA). Increasingly,peopleare recognising that it isnot just recreation in itself, butadeepersenseofpersonalwellbeingwhichcanbefoundinnatureandthepotentialroleofoutdooractivitiestostimulatehealth,well-beingandlearning.Naturehasbeenusedtopromotehealing,engenderasenseofwell-being,restorecalm,anddealwithmodernsociety’s ills of anxiety, stress and aggression, leading to the assumption that thenatural environment can provide an arena for personal, social and emotionaldevelopment to combat modern societal problems (Frumkin, 2001; van den Berg,2005; Health council for the Netherlands and Dutch Council for research on spatialplanning,2004;Prettyetal.,2003).Fish and Church (2014) summarise the cultural goods derived from environmentalspacesandactivitiesundertakenwithinthenaturalenvironment.Theirworkrecognisesthattherearebenefitsarisingfrompeoplebeing inthenaturalenvironment,andalsothroughpeopleengaginginactivitieswiththenaturalenvironment.Theyidentifyhowbiodiversityprovidesenvironmentalspacessuchasgardens,parks,farmland,woodlandandwaterwaysinwhichpeoplecaninteractwithnature,alongsidearangeofactivitiesandculturalpracticespeopleengageinwhileinthenaturalenvironment,whichleadtotheirconnection to thoseplacesandthenaturalworld.Suchactivitiesmayresult inasense of place or belonging, of rootedness,which impacts on a sense of identity. Theexperiencescancontributetotranquillityandinspiration.ThroughtheseactivitiesFishandChurcharguepeopledevelopcapabilitiesrelevant towellbeing,suchas increasedknowledge,improvedhealth,greaterdexterityandimprovedjudgement.

Thevalueof(re)connectingwithnatureisalsogainingrecognition,sparkedbytheoriesof people’s innate connection with nature (Kellert and Wilson, 1995, Kaplan, 1995;Louv, 2005) and the role of natural settings in creating a restorative environment(Hartig, et al., 2003; Berto, 2005). Together these ideas have generated a ‘back tonature’movementwhichencourageschildrentoenjoymore timeoutdoors,andmorefree and unstructured play activities. In the US there is the Children and NatureNetwork, inCanadatheChildrenandNatureAlliance,andintheUKseveral initiativesincludingProjectWildThing,theNationalTrust’s‘50thingstodobeforeyouare11¾’,andmorerecentlytheCountrysideClassroominitiative,whichsupportsschoolstotakechildrenoutdoors.

Theroleofeducation

Children spend a large part of their wakeful hours in schools; hence schools andteachers play a significant role in shaping children’s ideas, habits, and development.Schools and educational establishments play a key role in supporting children’sintellectual,physical,socialandemotionaldevelopment.


4

Internationalleaguetablesareoftenusedtocomparenationaleducationsystems.TheOECD’sProgrammeforInternationalStudentAssessment(PISA)involvesmorethan70nations instandardisedtestsofstudentability toassessperformance.Asiancountriesareoftenatthetopoftheleaguetable,althoughChinaandIndiaarenotincludedintheparticipatingnations.Singaporetopsthe leaguetable,andFinland,atnumber6, if thehighestscoringwesterncountry.Suchleaguetablesencouragecomparisonofteachingmethodsandeducationalsystems.

Therearearangeofeducationalmodelswhichaimtoproducechildrenready for thechallengesofthe21stcentury.Discipline,perseverance,rotelearningandmemorisationmayresultinhigherknowledgeandtestscores;howevereducationisaboutmorethanfacts.Debatesaroundeducationareinfluencedbyagrowingawarenessthatinarapidlychanging,modernising,andglobalisingeconomy,wecanneverbesurewhatthefuturewill hold both in terms of political and economic uncertainties but also uncertaintiesaboutglobalclimatechangeandtheimpactthismayhaveontheenvironment.Studentsneedtolearnhowtocopein,andrespondto,rapidlychangingeconomic,ecologicalandsocialenvironmentstowhichtheywillapplytheknowledgetheyhave.Keybuzzwordsineducationcentreonconceptssuchasresilience,adaptabilityandcreativity.

However not all children learn in the same way, so that educational systems arechallengedtorespondtothevarietyofchildrenandtheirneedsratherthantrytogetallchildrenprocessedthroughasingle‘system’.Child-centredmodelsofteachingsuchasthe child-initiated learning of Montessori and Steiner are notable examples ofeducational systems focusingon thedevelopmentof thewholechild. Amoreholisticviewalso takes into consideration thepersonal and social development of the child -theirfundamentalwellbeing.

Widertrends,describedbyVosniadou(2003) includeamovefromteachertostudentcentred learning, campaigns to connect learning to real life situations, andencouragement to foster the development of understanding and thinking rather thanmemorization.Traditionalmodelsofeducationarebeingchallengedbyanewemphasiswhichpromotesachangeinfocusfromdeliveryoftopicswithinacurriculumtowardslearning which equips children to cope with whatever the future may bring (Posch,1994). Claxton’s “Building learning power” (Claxton, 2002) promotes buildingresilience, resourcefulness, reflection and relationships (including teamwork), ratherthan the traditional3R’s (Reading,wRritingandaRithmetic).Claxton’snew4R’sarecharacteristicswhichendowthelearnerwithskillsforlifelonglearningandtheabilityto adapt and change according the changing needs and circumstances through life.Vygotski argued that learning opportunities should be presented using styles oflearningwhichsuitthechild(Mooney,2000).Childrenmayalsobenefitfromthemorehands on and exploratory learning style offered in outdoor learning environments(Ballantyne and Packer, 2009), which provide a level of stimulus combined withimmersion in the practical task, which is more conducive to flow learning(Csíkszentmihályi, 2008). Themodel of education in Singaporewhich tops the PISA


5

tables focussesonthedevelopmentof the individual’scharacter,whilealso leadingtoeducationalattainment.Acriticalpartofthismodelincludesoutdoorlearningandteambuilding(Ho,2005).

Outdoorlearning

Outdoor education is seen to offer a broad potential in education: contributing tocognitivelearningaswellassocialdevelopmentandthedevelopmentofphysicalskills.Outdoor learning can involve fieldtrips to learn from new environments (commonly,thoughnotalways,associatedwithgeographyscienceorhistory),orfieldtripsaimedatpromoting physical activity and learning to overcome physical challenges (sport,outdoorpursuitssuchasclimbing,abseiling,orienteeringetc).Thusoutdooreducationissimilarto,butnotalwaysthesameas,environmentaleducation.

IntheUK,theLearningoutsidetheclassroommanifesto(DfES2006)calledforgreaterdiversityoflearningsites,especiallyoutdoorlearning,andtheCampaignforRealWorldLearningpromotedhandsonlearninginthenaturalworld,andthereisnowaCouncilforLearningOutsidetheClassroom.TheRosereviewoftheprimarycurriculum(Rose,2009)calledforcross-curricularlearning,andtheEveryChildMattersmanifesto(DfES2003) encouraged consideration of children’s personal, social and emotionaldevelopment. These educational policies operate alongside wider governmentcampaigns to increase children’s fitness and combat obesity in the under 11’s(www.nhs.uk/change4life). Natural England’s strategic objectives include “people areinspiredtotakeactionandconservethenaturalenvironment(Hanna,2008)aswellastheireffortstoget“onemillionchildrenoutdoors”.TheNationalecosystemassessment(UKNEA2011)andtheMarmotreview(Marmot,2011)highlightthepositiveimpactofnatureonhealth,includingreferringto“nature’shealthservice”(Marmot,2011).Thenaturalenvironmentprovidesanaturalclassroominwhichtostudytopicssuchasbiology, geography, and science. However it also provides opportunities to expandvocabulary, learnabout localhistoryorreligious festivals, foodandculturalpractices.Theexperiencecanbeusedtostimulatewriting,stories,photography,art,roleplayanddrama activities. In the UK, visits to farmland and countryside have been shown tostimulatelearningacrossthecurriculum(Figure1).


6

Figure 1: The potential of farm education to contribute to teaching and learning.AdaptedfromFACE(FarmingandCountrysideEducation,Stoneleigh,UK)In addition to these curriculum topics, outdoor learning also presents students withchallenges, opportunities towork in new teams, to negotiate, and develop social andinterpersonal skills. Research on outdoor learning claimsmany benefits arising fromthese activities. They range from making teaching more exciting, interesting andmemorable(Dillonetal.2006;DierkingandFalk,1997;Nundy,2001,NationalResearchCouncil, 2009) though learning to face and copewith challenges, think creatively anddevelopproblemsolvingskills(Cooper,2003).Learningoutdoorscanenableteachersto teachabstract concepts in settingswhichmake learningmore relevant.Realworldlearningcanoftenembracemultiplesubjectsatone.While learningoutdoorschildrenaremoreactive,socontributingtophysicalfitness,aswellasbeingmoreconducivetochildren who find the rules of classroom behaviour difficult to follow (Fiskum andJacobsen,2013)

There is a cultural dimension to outdoor learning, based on the natural resourcesavailableandthecharacteristicsofthelocalenvironment(Bentsenetal.,2009;ReaandWaite, 2009). Scandinavia and Germany are noted for their outdoor kindergartens,Swedenfor“Friluftsliv”whichhassomeparallelsinCanada(HendersonandVikander,


7

2007), andDenmark for “Udeskole” (Bentsenet al., 2009).Other countrieshave theirparticularinterpretationofoutdooreducation(e.g.Turcovaetal.,2003,).

The value of free play in children’s development has long been recognised byeducationalists suchasFroebel, Issacs andPiaget, aswell as theneed to engagewithnatural materials, promoted by Froebel and Steiner. Learning through play enableschildrentolearnexperientially,throughtrialanderror,andsuchexperientiallearningis associatedwith deeper level learning (Laevers, 2000). Connectingwith nature andlearning through play come together in many forms of outdoor learning. In somecountries such as Scandinavia and Germany the philosophy is embedded in outdoorkindergartens,withchildrenpostponingmoreformaleducationalstylesuntilaged6-7.IntheUK,policieshavetriedtoensurechildrenhavegreateropportunitiesforoutdoorplayatpre-schoolandearlyyearslearning.Since1995,someschoolshaveparticipatedin an educational movement called forest school, which draws on Scandinavianphilosophiesofoutdoorlearning.

Forestschool

ForestschooldrawsonScandinavianpracticesofoutdoorkindergarten(O’Brien,2009,Knight, 2009). In theUK, forest school generally involves twohour sessions repeatedweekly or biweekly for a length of time (possibly a half term (6 weeks) or term,sometimes throughout the school year). During these sessions, children are given achoiceofactivities todo.Activitiesmaybe repeated in subsequent sessions, althoughthechoiceofactivitiesoftenchangesinresponsetoenvironmentalconditions(seasons,weatherconditionsetc.). Forestschoolsitsatthenexusofmanyinitiativesrelatingtochildren,nature andeducation (Figure2).Those leading forest school sessions act asfacilitatorsoflearning,sothatchildrenpursuelearningstylesandalearningpacethatsuitsthem,usingshortachievabletaskstobuildtheirconfidence.


8

Figure1:Forestschoolanditsrelationshiptoeducationalinitiatives.

Whileatfirstglanceforestschoolmayappeartofocusonlearningaboutnature,infact,researchwiththoseleadingforestschoolsessionshasshownthatsocialdevelopmentisthekeyoutcomeoflearningatforestschool(Harris,2015)whilelearningaboutnature,and engaging with nature, are also important outcomes. Table 1 shows areas oflearningatforestschool.Themixtureofsocialskills,traditionalsurvivalskills(e.g.firelighting,cookinganddenbuilding)andcurriculumtopicscoveredinforestschoolshowthatitcancontributetoteachingacrossarangeofareasofeducation.

ForestSchool

Reconnec6ngchildrenand

nature

Outdoorlearning

Child-ledlearning

Learningthroughplay

Teamworking,socialskills

Risk,challengeandadventure


9

Table1:Learningatforestschool(adaptedfromHarris,2015).

Whatdochildrenlearn?

Howdotheylearn?

Impactofbeingoutdoors

Relationship withnatureandwithplace

Kinaestheticlearning

Greaterphysicalspace,

Natureeducation

Improvisation /resourcefulness

Accommodatesawiderrangeofbehaviours

Natureengagement

Discovery /experimentation

Morephysicalactivity

Responsibility/risk

Imagination

Developmentoffineandgrossmotorskills

Self-esteemandself-awareness

Sensorylearning

Exuberanceandjoyinlearning

Not only does forest school contribute to children’s learning in a range of ways, themove outdoors supports learning in several other ways (Table 1 and also Harris,forthcoming). The greater physical space (as compared to being crowded inside aclassroom)accommodatesawiderrangeofbehaviours.Childrenareabletomovemore,ratherthansitstill;theyareallowedtobenoisyandmaybeshout;themorephysicallydemanding tasks of outdoor learning allow them to burn off energy. The lack ofboundaries and removal from the classroom creates a more relaxed and calmatmosphere. It is felt by those leading forest school sessions that this more relaxedenvironmentmakesthechildrenmorereceptivetolearning(Harris, forthcoming).Forchildrenwhodonot thrivewithin thenorms and expectations of classroom learning,taking lessons outdoors into the local environment can result in learning appearingmorerelevantandfun,andsoencouragechildrentobecomemoreengagedwithschoolandenthusiastictoattend.

EducationinBhutan

Bhutan’s remote location and historical independence has enabled it to be fairlysheltered frommodernisationandglobal influencesonsociety.There isahighregardfortraditionalcultureandpractices,andadeterminationtomanagetheintroductionofthebenefitsofdevelopmentwhilepreservingcultureandheritage.

ThepubliceducationalsysteminBhutanhasbeendevelopedsincethe1950’s.Priortothis time, education was either in private schools or monastic education (Schuelka,


10

2013). Over 50-60 years there has been the development of schools, a ministry ofeducation, and two teacher training colleges. A rapidly growing population, a highpercentageofwhicharestillofschoolage,hasrequiredrapidgrowthinthenumberofschools, and teachers, required tomeet the needs of its population (Schuelka, 2013).SchoolsinitiallyusedacurriculumfromIndia,whichhasgraduallybeenreplacedwithaBhutanesenationalcurriculum.Successivereformsoftheeducationsystemhavesoughtto address key concerns regarding the curriculum and the quality of teaching. Mostrecently,in2008,itwasdecidedtoembedGNHprinciplesintotheeducationalsystem.Thiswasimplementedin2010,withtrainingprovidedtoheadteachersandthenrolledouttoindividualschools(Sherabetal,2014).

Bhutan’sphilosophyofGrossNationalHappinessisbasedon4pillars

SustainableandequitabledevelopmentEnvironmentalconservationPreservationandpromotionofcultureGoodgovernance

Thesepillarsarethebasisfromwhich9fociforlearninghavebeendefined,whichforma basic structure for the educational system (Ministry of Education, 2014). The 9attributes define the scope (world knowledge) of the curriculum and the breadth(intellectual competence, physical wellbeing, spirituality and character) of education.Some of the attributes are more readily defined and tested (e.g. intellectual orcommunicative competence) compared to others (e.g. spirituality and character andworldreadiness).

GNH principles and values are to be embedded in the educational system andcurriculum throughout all levels of education. According to Hayward and Colman(2010)theprinciplesandvaluesare

• Deep,criticalandcreativethinking• Eco-literacy• Practicingancientwisdomandculture• Contemplativelearning,• Holisticlearningconcerningtheworld• Genuinecarefornatureandothers• Competencytodealwiththemodernworld• Preparationforrightlivelihoods• Informedcivicengagement

Forestschoolandeducationalvisitstofarmsandthecountrysideareonlytwoofmanyexamplesofoutdoorlearning.Eachhasitsvalueincontributingtoamoreholisticviewof education, enabling children to learn about their local world, gain knowledge andunderstandingaswellasdevelopingvaluesandpersonalwellbeing.Thereispotentialfor outdoor learning to be incorporated in curricula to enhance values education.


11

Bhutan’s natural environment, where 60% of forest is conserved, provides ampleopportunitiestoembraceoutdoorlearning.

While Forest school cannot claim to encompass all of the GNH values, this outdoorlearning activity goes some way towards teaching the values: particularly learningabout and valuing nature; developing world-ready students who can cope withchallenge and have resilience and independence; developing a sense of place andvaluingthatplace;aswellasphysicalfitnessandjoyinlearning.

Conclusions

Thereisgrowingrecognitionoftheimportanceofassessingandsupportingchildren’swellbeing. There are many agents to support this, primarily parents and familymembers,butalsomedicalandsocialworkers.Schoolsoffersignificantopportunitiestonurturethewellbeing,socialandemotionaldevelopmentofchildrenthroughactivitiesand discussions embedded with the timetable and curriculum, as well as throughopportunitiesforinformalandexperientiallearningfrompeersorfromteachersactingasmentors. Outdoor learning provides a space in which children’s development andwellbeingcanbenurtured,whilealsosupportingteachingandcurriculumtopics.

How would such an initiative be evaluated? How would success be measured?Objectivelyassessingthesuccessofsuchinitiativesisfraughtwithethicalandpracticalchallenges (Harris et al, 2010). However indicators might be found in the followingareas:

• Increasedknowledgeofkeysubjectse.g.biology,geography,sciences

• Raisingattainment,particularlyofspecificgroupse.g.disengagedlearners,thosewithlearningdisabilities

• Increasedattendanceandenthusiasmforschool

• Higherlevelsofphysicalactivityandimprovedphysicalhealth

• Improvedmentalhealth

• Increasedtimespentoutdoors.

Environmental conservation is one of the 4 pillars of GNH, and development of agenuine care fornature is oneof the corevaluesof the educational system.Researchshowsthatchildhoodisaformativeperiodfordevelopmentenvironmentalknowledgeandethosandpracticeofcareofthenaturalworld(Prettyetal,2009;Chawla,1999and2009;Ward-Thompsonetal,2008).Increasingoutdoorlearning,whereteachersmodelengagementandconservationofthenaturalenvironment,mayresultinincreasedsense


12

of connection to nature as children, and potentially also impact on life choices andenvironmentalbehaviourwhenolder.

References

Ballantyne, R. and Packer, J. 2009 Introducing a fifth pedagogy: experience-basedstrategies for facilitating learning in natural environments. Environmental EducationResearch,15(2)243-262.

Ben-Arieh, A. 2008. The Child Indicators Movement: Past, Present, and Future. ChildIndicatorsResearch,1(1),3–16

Bentsen,P.,E.Mygind,andT.B.Randrup.2009Towardsandunderstandingofudeskole:educationoutsidetheclassroominaDanishcontext.Education3-13,37,no.1:29-44.Berto,R.2005Exposuretorestorativeenvironmentshelpsrestoreattentionalcapacity.JournalofEnvironmentalPsychology51,1173-1182Chawla, L. 1999. Life paths into effective environmental action. The Journal ofEnvironmentalEducation31(1):15–26.Chawla, L. 2009.Growingupgreen:Becominganagentof care for thenaturalworld.TheJournalofDevelopmentalProcesses4(1):6–23.Children’sSociety2013.TheGoodChildhoodReport2013.London.

Claxton,G.2002Buildinglearningpower:Helpingyoungpeoplebecomebetterlearners.Bristol:TLOLtd

Cooper,G.2003Thedemiseofrealexperienceandthecaseforoutdooreducation.ECOS24(3/4)10-14Csíkszentmihályi,M.2008Flow:ThePsychologyofOptimalExperience.HarperCollins.Department for Education and Skills (DfES). 2006. Learning Outside the ClassroomManifesto.Nottingham:DfES.Department for Education and Skills (DfES). 2003. Every Child Matters. CM 5860.London:TheStationeryOffice.Dierking, L.Dand J.H. Falk. 1997School field trips: assessing their long term impacts.Curator40(3)211-218Dillon,J.,M.Rickinson,K.Teamey,M.Morris,M.Y.Choi,D.SandersandP.Benefield,P.2006.Thevalueofoutdoorlearning.Schoolsciencereview87(320)107-111


13

Fish,R.andChurch,A.2014Culturalecosystemservices:fleshingouttheconcept?Environmentalscientistmagazine,Dec2014,p31-36.Fiskum,T.A.andJacobsen,K.(2013)Outdooreducationgivesfewerdemandsforactionregulationandan increasedvariabilityofaffordances. JournalofAdventureEducationandOutdoorLearning,13:1,76-99Frumkin, H. 2001. Beyond toxicity: Human health and the natural environment.AmericanJournalofPreventiveMedicine,3,234-240.Hanna,J.2008SocialEvidenceRoad-MapLondon:NaturalEnglandHarris, F. forthcoming. The freedom of outdoor learning spaces: the case of forestschool.Manuscriptsubmittedforpublication.

Harris, F. 2015 The nature of learning at forest school: Practitioners’ perspectives.Education3-13.Online.DOI:10.1080/03004279.2015.1078833Harris, F. 2012 Biodiversity and Natural Resources in Harris, F. (Ed.) GlobalEnvironmentalIssues.2ndeditionChichester:Wiley.Harris, F. 2010 Children and nature: measuring success? Children, Youth andEnvironment20(2)223-225

Hartig,T.,G.W.Egans,L.D.Jamner,D.S.DavisandT.Garling2003.Trackingrestorationinnaturalandurbanfieldsettings. JournalofEnvironmentalPsychology23no.2:109-123.

Hayward,K.andColman,R.2010EducatingforGNH.GPIAtlantic,Thimpu,Bhutan

HealthCouncilof theNetherlandsandDutchAdvisoryCouncil forResearchonSpatialPlanning,NatureandtheEnvironment.2004.Natureandhealth:theinfluenceofnatureon social, psychological and physical well-being (publication no. 2004/09E; RMNOpublicationno.AO2ae).TheHague,Netherlands:HealthCounciloftheNetherlandsandRMNO.Helliwell,JohnF.,RichardLayard,andJeffreySachs,eds.2015.WorldHappinessReport2015.NewYork:SustainableDevelopmentSolutionsNetwork.Henderson,B.andN.Vikander.2007Naturefirst:OutdoorlifetheFriluftslivway.NaturalHeritageHo, S. 2015 Outdoor Learning in Singapore: Past, Present and Future. InternationalOutdoorlearningconference:Lessonsfromnearandfar:ResearchandPolicy,July3-5,UniversityofEastLondon,UKKaplan,S.1995Therestorativebenefitsofnature:Towardsanintegrativeframework.JournalofEnvironmentalPsychology,15,169-182


14

Kellert,S.R.andE.O.Wilson.eds.1995Thebiophiliahypothesis.Washington,DC:IslandPressKnight,S.2009a.Forestschoolsandoutdoorlearningtheearlyyears.London:SageLaevers, F. 2000 Forward to Basics! Deep-Level-Learning and the ExperientialApproach.EarlyYears,20,no.2:20–29.Louv,R.2005.LastChildintheWoods.NewYork:AlgonquinBooks.

Marmot,M.2011.'FairSociety,HealthyLives:AStrategicReviewofHealthInequalitiesinEnglandPost-2010'(TheMarmotReview).London:DepartmentofHealth

MillenniumEcosystemAssessment,2005.EcosystemsandHumanWell-being:Synthesis.IslandPress,Washington,DC.

MinistryofEducation,RoyalGovernmentofBhutan,2014.BhutanEducationBlueprint2014-2024:Rethinkingeducation.RoyalGovernmentofBhutan,Thimpu.

Mooney,C.G.2000Theoriesofchildhood:AnintroductiontoDewey,Montessori,Erickson,PiagetandVygotsky.ReadleafPress.NationalResearchCouncil. (2009).Learning Science in InformalEnvironments: People,PlacesandPursuits.CommitteeonLearningScienceinInformalEnvironments.Bell,P.,Lewenstein, B., Shouse, A.W., Feder, M.A. Board on Science Education, Center forEducation.DivisionofBehavioral andSocial SciencesandEducation.Washington,DC:TheNationalAcademiesPress.

Nundy,S.2001.Raisingachievementthroughtheenvironment:thecaseforfieldworkandfieldcentres.NAFSO.O’Brien,L,2009Learningoutdoors:theForestSchoolapproach.Education3-13:3745-60

Posch, P. 1994 Curriculum change and school development.Environmental EducationResearch2(3)347-362

Pretty,J.,Griffin,M.andSellens,M.2003Isnaturegoodforyou?ECOS24(3/4)2-9

PrettyJ,C.Angus,M.Bain,J.Barton,V.Gladwell,R.Hine,S.Pilgrim,G.SandercockandM.Sellens2009Nature,Childhood,HealthandLifePathways.ICESOccasionalPaper2009-02.UniversityofEssex.


15

Rea, T and S. Waite. 2009 Editorial. International perspectives on outdoor andexperientiallearning.Education3-13,37,no.1:1-4.Rose, J. 2009. Independent reviewof the primary curriculum.Nottingham:DepartmentforEducationandSkills.Schuelka,M.J. 2013Education foryouthwithdisabilities inBhutan:past, present andfuture,BhutanJournalofResearchandDevelopment2(1)65-74.Sherab, K., Maxwell, T.W., and Cooksey, R.W. Implementation of Gross NationalHappinessEducationinBhutan:Thecaseofanefficacious‘Zhabdrung’primaryschool.BhutanJournalofResearchandDevelopment3(1)1-16.Turčová, I, .J Neuman, and A. Martin. 2003 The outdoors from a Czech perspective.Horizons24,26-29UK NEA. 2011. The UK National Ecosystem Assessment: Synthesis of the key Findings.Cambridge:UNEP,WCMC.VandenBerg,A.E.2005Healthimpactsofhealingenvironments:Areviewofevidenceforbenefits of nature, daylight, fresh air, and quiet in healthcare settings. Groningen,Netherland:Foundation200yearsUniversityHospitalGroningen.Vosniadou, S. 2003 How children learn. Chapter 2 in Rao, Q.B. Successful Schooling.DiscoveryPublishingHouse,Delhi.WardThompson,C., P.Aspinall andA.Montarzino. 2008.The childhood factor:Adultvisits to green places and the significance of childhood experience. Environment andBehaviour40:111–143.

Documents

4. Harris, F. GNH for children embedding GNH values in ... · Paro, Bhutan from 4-6 November 2015 1 Gross National Happiness for Children: Embedding GNH values in education Frances