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This chapter investigates what self-governed play in natural environments in a Norwegian nature kindergarten could mean for children’s sustainable intelligence and wisdom. It builds on socio-environmental (Ingold, 2000, 2011, 2013) and phenomenological perspectives (Fuchs, 2021; Merleau-Ponty, 2014) and theories on subjectification (e.g. Biesta, 2016). It has been suggested that developing ecological wisdom may help to improve the well-being of the environment and people by emphasising how people act and think for the betterment of the environment and the importance of people’s sustainable practices (e.g., Wang, 2019). The chapter draws on a re-analysis of empirical studies of children's self-governed outdoor play in a Norwegian nature kindergarten. The study employed a play along approach comprising participant observation and field talks during the summer and winter of 2018. The author played and talked with the children outdoors and on hikes in the neighbouring forests, parks and beaches. Thus, the children were included as co-researchers while the author maintained an analytical distance. The re-analysis highlights that when children play in natural environments, they create experiences about living with others in a changing world whilst also creating embodied knowledge about themselves and the environment. Children build embodied personal experiences, skills and understandings about living in a natural and cultural environment and may also experience the environmental and social consequences of their actions. However, self-governed play alone is insufficient for fostering more profound environmental insights and reflection. Teachers adopting sensitive didactic approaches play a vital role in stimulating the children’s sense of wondering, discovery and knowledge by integrating scientific knowledge and promoting environmental friendliness and sustainable attitudes. Thus, combining unstructured play with teacher guidance is essential for fostering respect and an appreciation of nature, as well as helping children learn to act in ways that benefit the environment, local community and themselves.

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Sustainable Intelligence and Wisdom During Outdoor Play Among Children in a Norwegian Nature Kindergarten

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  • 出版模式：

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  • 发表日期：

    2026年

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  • Jostein Rønning Sanderud

摘要

This chapter investigates what self-governed play in natural environments in a Norwegian nature kindergarten could mean for children’s sustainable intelligence and wisdom. It builds on socio-environmental (Ingold, 2000, 2011, 2013) and phenomenological perspectives (Fuchs, 2021; Merleau-Ponty, 2014) and theories on subjectification (e.g. Biesta, 2016). It has been suggested that developing ecological wisdom may help to improve the well-being of the environment and people by emphasising how people act and think for the betterment of the environment and the importance of people’s sustainable practices (e.g., Wang, 2019). The chapter draws on a re-analysis of empirical studies of children's self-governed outdoor play in a Norwegian nature kindergarten. The study employed a play along approach comprising participant observation and field talks during the summer and winter of 2018. The author played and talked with the children outdoors and on hikes in the neighbouring forests, parks and beaches. Thus, the children were included as co-researchers while the author maintained an analytical distance. The re-analysis highlights that when children play in natural environments, they create experiences about living with others in a changing world whilst also creating embodied knowledge about themselves and the environment. Children build embodied personal experiences, skills and understandings about living in a natural and cultural environment and may also experience the environmental and social consequences of their actions. However, self-governed play alone is insufficient for fostering more profound environmental insights and reflection. Teachers adopting sensitive didactic approaches play a vital role in stimulating the children’s sense of wondering, discovery and knowledge by integrating scientific knowledge and promoting environmental friendliness and sustainable attitudes. Thus, combining unstructured play with teacher guidance is essential for fostering respect and an appreciation of nature, as well as helping children learn to act in ways that benefit the environment, local community and themselves.