Conference Agenda
Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
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Daily Overview |
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WR1_2_4: Pitch oral & Environmental approaches to HEPA promotion Group Meeting Location: White room 1 Session Chair: Josef Mitáš | |
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3:40pm - 3:43pm
Green Pathways to Active Learning Environments in Schools and Early Childhood Education and Care: National Survey Findings 1: Jamk University of Applied Sciences, Finland; 2: Finnish National Agency for Education Background and Aim: Nature-rich yards expand movement affordances, support motor development and strengthen participatory learning environments. In Finland, national Get Finland Moving -programme promotes physical activity in all cycles of life. The Ministry of Education and Culture is funding the On the Move -programme family, including Joy in Motion (ECEC) and Schools on the Move, that addresses different age groups. We examined nature elements in ECEC and school yards and their role in everyday movement. Methods: Two nationwide surveys (autumn 2025) gathered responses from 562 ECEC units and 573 schools. Data were collected via online questionnaires on nature elements, seasonal usability, indoor/outdoor facilities, and learningenvironment development. Results: ECEC respondents rated movement opportunities positively, but small yards constrained use. Trees, shrubs and mounds were common; natural forest and water were rare, and heat and limited shade limited use in over onethird of units. Pedagogical use of nature was inconsistent. Primary yards were more versatile and naturerich than lowersecondary yards; over half reported opportunities with natural elements. Schools needed clearer guidance on integrating nature into yard design and pedagogy. Conclusions and Practice Implications: Development of green yards can proceed in baby steps, enhancing movement affordances, equity and climate resilience, aligning with national programmes emphasising learning environments and school culture. Priorities include stronger pedagogical use of nature, improved shade and microclimate solutions, and participatory yard development with children and staff. Based on the surveys, we co‑create practices and recommendations for greener learning environments and implement them through the programmes’ networks. | |
