Freedom, joy and wonder as existential categories of childhood – reflections on experiences and memories of outdoor play

References

• Abram, D. (1997). The spell of the sensuous: Perception and language in a more than human world. New York: Vintage Books.
   Google Scholar
• Aden, R. C. (2018). Childhood memory spaces: how enduring memories of childhood places shape our lives. New York: Peter Lang Publishing.
   Google Scholar
• Aggerholm, K. (2015). Wonder. where it all begins. In K. Aggerholm (Ed.), Talent development, existential philosophy and sport: On becoming an elite athlete (pp. 83–98). London: Routledge.
   Google Scholar
• Atchley, R. A., Strayer, D. L., & Atchley, P. (2012). Creativity in the wild: improving creative reasoning through immersion in natural settings. PLoS ONE, 7(12), e51474.
   PubMed Web of Science ®Google Scholar
• Beames, S., & Brown, M. (2016). Adventurous learning. London: Routledge.
   Google Scholar
• Beames, S., Mackie, C., & Scrutton, R. (2020). Alumni perspectives on a boarding school outdoor education program. Journal of Adventure Education and Outdoor Learning, 20(2), 23–137.
   Google Scholar
• Bentsen, P., Andkjær, S., & Ejbye-Ernst, N. (2013). Friluftsliv. Natur, samfund og pædagogik. Copenhagen: Munksgaard.
   Google Scholar
• Bischoff, A. (2018). Betydningen av barndommens landskap i voksen alder [Accessed 15 Aprl 2021]. https://norskfriluftsliv.no/wp-content/uploads/2019/06/Forskning-i-friluft-2018-Konferanserapport.pdf
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
   Google Scholar
• Breivik, G. (2019). What would a deep ecological sport look like? The example of Arne Naess. Journal of the Philosophy of Sport, 46(1), 63–81.
   Web of Science ®Google Scholar
• Breivik, G. (2020). ‘Richness in ends, simpleness in means!’ Arne Naess’s version of deep ecological friluftliv and it’s implications of outdoor activities. Sport, ethics and philosophy [Accessed 01 Nov 2020]. https://www.tandfonline.com/doi/full/10.1080/17511321.2020.1789719https://www.tandfonline.com/doi/full/10.1080/17511321.2020.1789719https://www.tandfonline.com/doi/full/10.1080/17511321.2020.1789719 https://www.tandfonline.com/doi/full/10.1080/17511321.2020.1789719
   Google Scholar
• Buytendijk, F. J. J. (1933). Wesen und sinn des spiels. Berlin: Kurt Wolf Verlag.
   Google Scholar
• Casey, E. (1997). The fate of place. A philosophical history. Berkeley: University of California Press.
   Google Scholar
• Chawla, L. (1992). Childhood place attachment. In I. Altman & S. M. Low (Eds.), Place attachment (pp. 63–86). New York: Plenum Press.
   Google Scholar
• Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433–452.
   Web of Science ®Google Scholar
• Csikszentmihalyi, M. (1990). Flow. New York: Harper and Row.
   Google Scholar
• Donohoe, J. (2014). Remembering places: A phenomenological study of the relationship between memory and place. Lanham: Lexington Books.
   Google Scholar
• Eichberg, H. (2016). Questioning Play. London: Routledge.
   Google Scholar
• Eichberg, H. (2019). Play in philosophy and social thoughts. Abingdon: Oxon, Routledge.
   Google Scholar
• Engel, S. (2015). The hungry mind. the origins of curiosity in childhood. Cambridge: Harvard University Press.
   Google Scholar
• Engelsrud, G. (2010). Betydningen av teori(er) om kroppen I. In K. Steinsholt & K. Pedersen red Eds., Aktive liv. Idrettspedagogiske perspektiver på kropp, bevegelse og dannelse (pp. 35–51). Olso: Tapir Akademisk Forlag.
   Google Scholar
• Fasting, M. L. (2013). Vi leker ute! En fenomenologisk hermeneutisk tilnærming til barns lek og lekesteder. Oslo: Novus forlag.
   Google Scholar
• Fasting, M. L. 2016. Det lekende friluftslivet. In red. A. Horgen, M. L. Fasting, T. Lundhaug, L. I. Magnussen, & K. Østrem Eds. Ute! Pedagogiske, sosiologiske og historiske perspektiver på friluftsliv(pp. 65–81). Bergen: Fagbokforlaget.
   Google Scholar
• Fasting, M. L. (2017). The magic of outdoor play: A phenomenological hermeneutic approach. In T. Waller, E. Ärlemalm-Hagsèr, E. B. H. Sandseter, Lee-Hammond, L., Lekies, K., Wyver, S., et al (Eds.), The sage handbook of outdoor play and learning (pp. 630–645). London: SAGE.
   Google Scholar
• Fasting, M. L. (2019). Playing outdoors. Oslo: Scandinavia University Press. [Accessed 15 11 2019]. https://www.idunn.no/playing_outdoors
   Google Scholar
• Fasting, M. L., Høyem, J., & Bischoff, A. (2022). Barndommens landskap. En studie av unge voksnes minner i møte med barndommens nærnatur. Journal for Research in Arts and Sports Education, 6(1), 92–107.
   Google Scholar
• Finlay, L. (2005). Reflexive embodied empathy: A phenomenology of participant-research intersubjectivity. Humanistic Psychologist, 20, 447–460.
   Google Scholar
• Frost, J. L. (2010). A history of children’s play and play environment. New York: Routledge.
   Google Scholar
• Gadamer, H. G. (2004). Sandhed og metode: Grundtræk af en filosofisk hermeneutik. Århus: Systime.
   Google Scholar
• Giorgi, A. (1997). The theory, practice and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28(2), 235–260.
   Google Scholar
• Gurholt, K. P. (1999). “Det har bare vært naturlig!” Friluftsliv, kjønn og kulturelle brytninger. [ PhD Thesis]. Norwegian School of Sports Sciences.
   Google Scholar
• Gurholt, K. P., & Sanderud, J. R. (2016). Curious play: Children’s exploration of nature. Journal of Adventure Education and Outdoor Learning, 16(4), 318–329.
   Web of Science ®Google Scholar
• Hart, R. (1979). Children’s experience of place. New York: Irvington Publishers.
   Google Scholar
• Hendricks, B. E. (2001). Designing for play. Aldershot: Ashgate.
   Google Scholar
• Høyem, J. (2020). Outdoor recreation and environmentally responsible behaviour. Journal of Outdoor Recreation and Tourism, 31, 100317.
   Google Scholar
• Høyem, J., & Fasting, M. L. (2019). Kunnskap i friluftsliv Knowledge in Outdoor Life. In L. Hallandvik & J. Høyem (Eds.), Friluftslivspedagogikk (pp. 33–49). Oslo: Cappelen Damm Akademisk.
   Google Scholar
• Huizinga, J. (1955). Homo Ludens. A study of the play element in culture. Boston: The Beacon Press.
   Google Scholar
• Ingulfsvann, L. S., Fusche Moe, V., & Engelsrud, G. (2021). Unpacking the joy of movement ’it’s almost never the same. Sport, Education and Society, 1–14. 10.1080/13573322.2021.1927695
   Web of Science ®Google Scholar
• Järviluoma, H. (2017). The art and science of sensory memory walking. In M. Cobussen, V. Meelberg, & B. Truax (Eds.), The Routledge companion to sounding art (pp. 191–204). London: Routledge.
   Google Scholar
• Johnson, M. K. (2020). Joy: A review of the literature and suggestions for future directions. The Journal of Positive Psychology, 15(1), 5–24.
   Web of Science ®Google Scholar
• Jones, O. (2003). ‘endlessly revisited and forever gone’: on memory, reverie and emotional imagination in doing children’s geographies. An ‘addendum’ to “to back up the side hill”: Memories, imagination and reveries of childhood” by Chris Philo. Children’s Geographies, 1(1), 25–30.
   Google Scholar
• Kampmann, J. (2017). Det observationsbaserede interview. In J. Kampmann, K. Rasmussen, & H. Warming (Eds.), Interview med børn (pp. 69–94). Copenhagen: Hans Reitzels Forlag.
   Google Scholar
• Karjalainen, S. (2020). Joy as a practice: Performing joy in children’s everyday relations in early childhood education settings. Early Child Development and Care, 190(10), 1654–1665.
   Web of Science ®Google Scholar
• Kinney, P. (2017). Walking interviews. social research update, 67. [Accessed 01 12 2018]. http://sru.soc.surrey.ac.uk/SRU67.pdf
   Google Scholar
• Kinney, P. (2019). Walking interview ethics. In Iphofen, R., Tolich, M. Eds., The SAGE handbook of qualitative research etics (pp. 174–187). London: Sage.
   Google Scholar
• Kvale, S., & Brinkmann, S. (2018). Det kvalitative forskningsintervju (3. ed.). Oslo: Gyldendal Akademiske.
   Google Scholar
• Lamnina, M., & Chase, C. (2019). Developing a thirst for knowledge: How uncertainty in the classroom influences curiosity, affect, learning, and transfer. Contemporary Educational Psychology, 59, 101785. Article 101785
   Web of Science ®Google Scholar
• Løndal, K., & Fasting, M. L. (2016). Magien i utetiden. In M. Øksnes & E. Sunsdal (Eds.), Læring, Barndom i barnehagen (pp. 95–116). Oslo: Cappelen Damm.
   Google Scholar
• Løvoll, H., & Vittersø, J. (2014). Can balance be boring? A critique of the “challenges should match skills” hypotheses in flow theory. Social Indicators Research, 1, 115.
   Google Scholar
• Lund, O., & Jensen, J.-O. (2020). Sans for bevægelse. Livsnerven i pædagogisk arbejde. Copenhagen: Reitzels forlag.
   Google Scholar
• Lyngstad, I. (2010). Bevegelsesgleden i kroppsøving. In M. Nygård & M. Stene (Eds.), Forskning i Trøndelag (pp. 65–78). Trondheim: Tapir Akademisk.
   Google Scholar
• Merleau-Ponty, M. (1962). Phenomenology of Perception. London: Routledge.
   Google Scholar
• Merleau-Ponty, M. (2003). Nature: course notes from the collége de france. Evanston: Northwestern University Press.
   Google Scholar
• Miller, J. M. (2019). The holistic curriculum (3. ed.). Toronto: University of Toronto press.
   Google Scholar
• Molander, B. (2018). Creativity and knowledge. In J. Soafer (Ed.), Considering creativity. creativity, knowledge and practice in Bronze Age Europe (pp.5–19). Oxford: Archaeopress Archaeology.
   Google Scholar
• Moles, K. (2008). A walk in thirdspace: Place, methods and walking. Sociological Research Online, 13(4), 31–39.
   Web of Science ®Google Scholar
• Moore, R. (2019). Children’s domain. play and place in child development. London: Routledge.
   Google Scholar
• Mygind, E., Bølling, M., & Barfod, K. S. (2019). Primary teacher’s experiences with weekly education. Education 3-13, 47(5), 599–611.
   Web of Science ®Google Scholar
• Næss, A. (1973). The place of joy in a world of fact. North American Review, 258(2), 53–57.
   Google Scholar
• Næss, A. (1990). Ecology, community and lifestyle. Cambridge: Cambridge University Press.
   Google Scholar
• Næss, A. (1999). Livsfilosofi. Oslo: Universitetsforlaget.
   Google Scholar
• Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow: In C. Snyder & S. Lopez Eds., Handbook of positive psychology. 2002. Oxford. Oxford University Press.
   Google Scholar
• Nilsen, R. D. (2008). Children in nature: Cultural ideas and social practices in Norway. In A. James & A. L. James (Eds.), European childhoods. Cultures, politics and childhoods in Europe (pp. 38–66). London: Palgrave macmillan.
   Google Scholar
• Rasmussen, T. H. (1992). Orden og kaos. Elementære grunnkrefter i lek. Brønby: Semi-forlaget.
   Google Scholar
• Rasmussen, K. (2004). Places for children – Children’s places. Childhood, 11(2), 155–173.
   Web of Science ®Google Scholar
• Rasmussen, T. H. (2017). Legens fænomenologi- et essay. In M. Øksnes & T. H. Rasmussen (Eds.), (pp. 70–86). LEK. Oslo: Cappelen Damm Akademisk.
   Google Scholar
• Rasmussen, T. H. (2020). Et fenomen i bevægelse. In I.:. Lund, O. Jensen, & J.-O (Eds.), Sans for bevægelse (pp. 25–40). Copenhagen: Hans Reitzels forlag.
   Google Scholar
• Rhie, S.-Y. (2020). Creating a sense of place in school environments: How young children construct place attachement. London: Routledge.
   Google Scholar
• Sandberg, A. (2001). Play memories from childhood to adulthood. Early Child Development and Care, 167(1), 13–25.
   Google Scholar
• Sandberg, A. (2003). Play memories and place identity. Early Child Development and Care, 173(2–3), 207–221.
   Google Scholar
• Sanderud, J. R., Gurholt, K. P., & Moe, V. F. (2021). Didactic sensitivity to children and place: A contribution to outdoor education cultures. Sport, Education and Society, 1–14. doi:10.1080/13573322.2021.1966409
   Web of Science ®Google Scholar
• Sebba, R. (1991). The landscapes of childhood: The reflection of childhood’s environment in adult memories and in children’s attitudes. Environment and Behavior, 23(4), 395–422.
   Web of Science ®Google Scholar
• Sheets-Johnstone, M. (1999). Emotion and movement: A beginning empirical analyses of their relationship. Journal of Consciousness Studies, 6(11–12), 259–277. [Accessed 10 Jan 2021]. https://www.ingentaconnect.com/content/imp/jcs/1999/00000006/F0020011/1002
   Google Scholar
• Simmes, E. M. (2008). The child in the world. Embodiment, time, and language in early childhood. Detroit, Michigan: Wayne State University Press.
   Google Scholar
• Skår, M., & Krogh, E. (2009). Changes in children’s nature-based experiences near home: From spontaneous play to adult controlled, planned and organized activities. Children’s Geographies, 7(3), 339–354.
   Web of Science ®Google Scholar
• Steinsholt, K. (2010). Vi må miste oss selv for å finne oss selv igjen. Lek, erfaring og danning hos Hans-Georg Gadamer. In K. Steinsholt & K. P. Gurholt (Eds.), Aktive liv: Idrettspedagogiske perspektiver på kropp, bevegelse og dannelse (pp. 101–119). Oslo: Tapir akademisk.
   Google Scholar
• Stevens, S. (2017). The joy of movement in physical education: The enfleshed body. [ PhD Thesis]. University of Canterbury.
   Google Scholar
• Taylor, A. F., Wiley, A., Kuo, F. E., & Sullivan, W. C. (1998). Growing up in the inner city-green spaces as places to grow. Environment and Behavior, 30(1), 3–27.
   Web of Science ®Google Scholar
• Thompson, C. W., Aspinall, P., & Montarzino, A. (2008). The childhood factor. adult visit to green places and the significance of childhood experience. Environment and Behavior, 40(1), 111–143.
   Web of Science ®Google Scholar
• Tordsson, B. (2003). Å svare på naturens åpne tiltale: En undersøkelse av meningsdimensjoner i norsk friluftsliv på 1900-tallet og en drøftelse av friluftsliv som sosiokulturelt fenomen. [ PhD Thesis]. Norwegian School of Sports Sciences.
   Google Scholar
• Waite, S. (2007). Memories are made of this’: Some reflections on outdoor learning and recall. Education, 35(4), 3–13.
   Google Scholar
• White, R. (2006). Young children’s relationship with nature: It’s importance to children’s development and the earth’s future. Taproot, 16(2). [Accessed 10 Jan 2019]. https://www.whitehutchinson.com/children/articles/childrennature.shtml
   Google Scholar
• White, J. (2013). Playing and learning outdoors. London: Routledge.
   Google Scholar
• Wilson, R. A. (1997). The wonders of nature – Honouring children’s ways of knowing. Early Childhood News, 6(19), 6–9.
   Google Scholar
• Winther, H. (2014). Grundfølelsernes liv og funktion i idræts- og bevægelsesundervisning – Et allestedsnærværende læringspotentiale. Idrottsforum.org, 1–12. [Accessed 05 Mar 2018]. https://idrottsforum.org/winther141118/
   Google Scholar