Noddings, N. (2005). What does it mean to educate the whole child? Educational Leadership, 63(1), 8–13. Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Society for Research in Child Development Social Policy Report, 26(4), 1–33. Although educators’ discussion largely centered on the benefit of OL for students’ social and emotional development, additional themes were reflected in the data that captured other aspects of children’s development and well-being. Specifically, three major themes indicated that educators perceived OL as a context in which students’ cognitive, physical, and emotional health and well-being are fostered. Inquiring into Interests: “Outside they were much more focused.” Educators spoke at length about how OL afforded students opportunities to practice and apply social and emotional skills. The development of social and emotional skills as a benefit of OL was evident in five of the eight major themes we found. As one educator summed it up: “[S]o much social, emotional development happens in that time [spent in nature],” (PID 35, FT, KG, large district). The results related to social and emotional development as a benefit of OL and sub-themes in each area are also described below. Learning About One’s Self: “It gives students the chance to be more authentic.” Low, S., Smolkowski, K., & Cook, C. R. (2016). What constitutes high-quality implementation of SEL programs? A latent class analysis of Second Step® implementation. Prevention Science, 17, 981–991. https://doi.org/10.1007/s11121-016-0670-3

Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. Future of Children, 27(1), 137–155. Ladson-Billings, G. (2011). Is meeting the diverse needs of all students possible? Kappa Delta Pi Record, 47(1), 13–15. https://doi.org/10.1080/00228958.2011.10516716 Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., Sahlberg, P., Ward, K., Bentsen, P., Curry, C., & Cowper, R. (2022). Getting out of the classroom and into nature: A systematic review of nature-specific outdoor learning on school children’s learning and development. Frontiers in Public Health, 10(877058), 1–12. https://doi.org/10.3389/fpubh.2022.877058

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In recent years, the format may be getting a new lease of life on mobile and ebook platforms. [43] Types [ edit ] Evidently, educators perceived students’ autonomous engagement with the environment as helping to spark their interest and pique their curiosity in ways that allowed them to sustain their focus on a learning experience. Being Active: “We probably don’t even realize how much more movement they’re doing outside!” Now the books have inspired a free online documentary film, The Boy in the Book. It’s the brainchild of British performer and poet Nathan Penlington and his film-making colleagues, whose previous work includes a one-man show about Uri Geller (described as “highly recommended” and “delivered with mystical sensitivity” – by Uri Geller).

Taylor, A. (2017). Romancing or re-configuring nature in the Anthropocene? Towards common worlding pedagogies. Reimagining sustainability in precarious times (61–75). Springer. https://doi.org/10.1007/978-981-10-2550-1_5I had a couple of kids about five and eight years old and when I came home from work I told them bedtime stories,” he says. “One night I couldn’t think of what would come next, so I said: ‘What would you do if you were in this situation?’ Riding the train to work the next morning, I thought: ‘Gee, this could be a book.’ Life is full of ironies: if I had been a more gifted storyteller, I wouldn’t have thought of it.” Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290. https://doi.org/10.2105/AJPH.2015.302630 Plus, for even more awesomeness, almost all of these choose your own adventure books are books in a series. This means that when your child likes the first book in the series, they’ll have plenty more books to read in the rest of the series. I think also the inclusiveness, but the collaboration that naturally comes because they want to start building a fort and then they need more people to do it, and so that excitement and joy as they’re dragging the logs across the lift up to build their fort or to join them on this base that they’re creating,…or …so I just find it’s…very, very collaborative. (PID 26, FT, Grade 1 and 2, large district) Barring the aforementioned works of Dennis Guerrier in the 1960s, one of the earliest examples of the form is the five-volume Barcelona, Maxima Discrecion series, which adapted the noir fiction genre to an interactive form. [44] Published in the 1980s, this series was only available in Catalan and Spanish.

Lohr, A. M., Krause, K. C., McClelland, D. J., Van Gorden, N., Gerald, L. B., Del Casino, V. Jr., Wilkinson-Lee, A., & Carvajal, S. C. (2020). The impact of school gardens on youth social and emotional learning: A scoping review. Journal of Adventure Education and Outdoor Learning, 1–14. https://doi.org/10.1080/14729679.2020.1838935

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Gamebooks range widely in terms of the complexity of the game aspect. At one end are the branching-plot novels, which require the reader to make choices but are otherwise like regular novels (this style is exemplified by the originator of the gamebook format, Choose Your Own Adventure, and is sometimes referred to as "American style"). Burke, A., Moore, S., Molyneux, L., Lawlor, A., Kottwitz, T., Yurich, G., Sanson, R., Andersen, O., & Card, B. (2021). Children’s wellness: Outdoor learning during COVID-19 in Canada. Education in the North, 28(2), 24–45. https://doi.org/10.26203/p99r-0934 The branching-path book commercial boom dwindled in the early 1990s, and the number of new series diminished. However, new branching-path books continue to be published to this day in several countries and languages. Choose Your Own Adventure went on to become the longest running gamebook series with 184 titles. The first run of the series ended in 1998. [38] [39] [40] [41] [42]

This section needs additional citations for verification. Please help improve this article by adding citations to reliable sourcesin this section. Unsourced material may be challenged and removed. ( June 2019) ( Learn how and when to remove this template message)I think it’s that sense of curiosity…and the questioning. So they’re not just looking for the answer but they’re asking the questions, like, why is this happening, how the exploring and observing are naturally happening. And it keeps them quite curious rather than just, you know, waiting for all the answers to just be given to them. (PID 26, FT, Grade 1 and 2, large district) Ladson-Billings, G. (2021). I’m here for the hard re-set: Post pandemic pedagogy to preserve our culture. Equity & Excellence, 54(1), 68–78. https://doi.org/10.1080/10665684.2020.1863883 Fighting Fantasy FAQ". 2005-11-27. Archived from the original on November 27, 2005 . Retrieved 2011-12-12. Ferlazzo, Larry (3 May 2009). "The best places to read and write "choose your own adventure" stories" . Retrieved 5 December 2012.