Breakout sessions Tuesday April 23
On Tuesday April 23, you can choose from the following breakout sessions:
Series 3 / 14u00 - 15u00
Presentation 31: Designing Natural Play Spaces - Adam Bienenstock, Bienenstock Natural Playgrounds, Canada
In this engaging session, you will create your own natural playground out of sand and mini components. To start, five basic elements such as logs and large trees will be used and later, natural playground components will be included to create areas that enhance social skills and collaboration. While presenting your model, you will get constructive feedback supporting the design principles and educational objectives presented earlier. We will pay attention to Compliance, Operations and maintenance and show you affordable ways to achieve these goals.
Presentation 32:
32a An introduction in an International Study Tour - Victoria Chavez, IVN, The Netherlands
In this session you will experience the international Green and Blue Schoolyards approach in which climate, health, education, biodiversity and community building is organized around the schools. The Bernard van Leer Foundation and IVN developed an international study tour, organized for the first time in June 2023, to share tools to start your own project on greening schoolyards.
At the end of this workshop, you will understand the concept and know the key elements of Green and Blue Schoolyards. You will be able to identify the opportunities, challenges and resources needed.
32b People, Place, Play: How the OPAL Primary Programme is transforming over 1000 school playgrounds and making playtimes amazing - Cathy Prisk, Outdoor People/OPAL, UK
What if the school playground was a place where EVERY child was deeply immersed in play every day, where most of the changes cost nothing and where the staff absolutely knew how to make the best of every centimetre available for play? That’s OPAL.
At the end of this workshop, you will see how a structured, two-year support package transforms schools into living, breathing play spaces where children can engage with nature supported by the staff. We show some examples of inner city, suburban and deeply rural schools and give key pointers to get started.
32 c Greening Barcelona schoolyards: lessons and work in progress - Filka Sekulova, Universitat Oberta de Catalunya and Marta Vilar, the Municipality of Barcelona (Urban Ecology Department), Spain
Traditional asphalted areas dominated by competitive sports have proven environmentally and socially undesirable in Southern European schoolyards. In response, Barcelona launched the "Transformem els Patis" program in 2020 to revitalize schoolyards. With 58 transformed and 12 more planned for this year, the initiative aims to enhance natural spaces, promote gender-neutral dynamics, and integrate them into educational projects. Research within the COOLSCHOOLS project examines the benefits and challenges of such transformations, including debates over design and perceptions of school grounds.
Presentation 33: Green schoolyard-development for good playing / learning - Kris Van Ingelghem, Belgium
This workshop explores the integration of vegetation and natural elements in designing play environments, emphasizing the alignment with pedagogical goals. You will delve into the significance of a comprehensive technical and pedagogical approach, understanding the interconnectedness of choices in creating an ideal environment.
The session provides insights into global planning, offering tools, and vegetation flowcharts. You will gain knowledge in planning and policy, and obtain arguments for discussions with architects, developers, and risk evaluators.
Presentation 34:
Change in program! 34a How to make school lunch breaks at school more enjoyable - Leen Dom, KdG Research, Belgium
The lunch break is a crucial time during the school day, providing structure and a chance for children to rest and recharge. However, not all children experience lunch break positively. Some find it too long or too short, with little opportunity for independent activities. Others may feel overwhelmed by the busyness or lack of support and options. Additionally, headmasters, teachers and other supervisors often find it challenging to manage the lunch break effectively.
In this session, we will discuss how schools can work to make lunch break and afternoon playtime more enjoyable for everyone involved. We will outline sustainable changes that can be made in a participatory manner. Our story is based on a two-year practice-based research project that included action research in three schools.
34b Public space as the natural extension of (small) school grounds and the importance of partnerships - Carola Püschel, Fundacion Club del Bosque, Chile
Club del Bosque Valdiviano has implemented an outdoor learning curriculum for early childhood education (2 to 6 years old). The presentation aims to show how being in the inner city and having a small school ground doesn’t prevent you from learning and playing outdoors.
At the end of this presentation, you will be aware of the importance of collaboration between the school community and public authorities. This offers schools endless opportunities while at the same time restoring public space, serving educational purposes and involving the surrounding community.
Cancelled! 34c Outdoor Environment Assessment of Kindergarten Schoolyards in Bole Sub city, Addis Ababa - Ekram Nasray, Arkhitekton Designs, Ethiopia
The research provides a general outlook of kindergarten schoolyards in Addis Abeba, Ethiopia. The research covers 3 main topics: the existing physical situation of the schoolyards, the contributing factors and guidelines that enhances the outdoor environment of kindergarten schoolyards.
After this workshop, you will have a general understanding of the outdoor environment and what actions could be undertaken to enhance the conditions of these schoolyards. In addition, this will create an opportunity to compare the different schoolyards with those of Addis Ababa.
Presentation 35: Rummaging in nature - Ingrid Coenen, Provinciaal Natuurcentrum and Gertie Bergmans, Bosjuf, Belgium
About seven years ago, we thought that the formation ‘Op stap met de bosjuf' could help preschool teachers become more involved in outdoor education. Little did we know back then about how teachers struggle with 'yes but' before being brave enough to take their class outside.
This became an educational quest for Miss Forrest Gertie and Miss Rummage Ingrid. They only had one goal in mind: How can we help teachers teach 'In the wake of the child and nature, with the curriculum in mind'.
Nature near the school can range from a forest to a corner with three trees and two shrubs. We figure out, together with teachers, on site, how we can turn the many 'yes buts' into 'yes we do'.
It is with pride and openness that we reveal our guidance programme Rummaging in Nature, which we continue to pursue with enthusiasm.
Presentation 36: The Green Oasis project: transforming more than 200 concrete schoolyards into green and climate resilient learning environments - vice-governor Jan De Haes and project manager Bert Hoefkens, Province of Antwerp, Belgium
This project transforms concrete schoolyards into green, climate resilient learning spaces, driven by a mindset of 'doing to understand.' Its new approach – focus on the physical change of the schoolyard and putting as little administrative strain on the school as possible – pays off: more than 200 nursery, primary, and secondary schools will convert their schoolyards into green oases. The strategy involves setting clear goals, establishing a framework, and fostering partnerships. Key components include engaging students, teachers, parent councils, and authorities in climate action. The framework outlines three levels of greening, showcasing practical examples, and educational benefits. The ultimate goal is to upscale these initiatives to the European level, emphasizing nature-based solutions for an ecological transition.
Presentation 37: Schoobio: Increasing Biocultural Diversity and Climate Resilience on School Grounds through Student Civic Engagement - Shari Wilson, Project Central, USA
Through a new global curriculum, Schoobio, which you can access in the workshop, middle and high school students experience place-based, transdisciplinary activities culminating in their advocacy for biocultural diversity and climate resilience on their school grounds. You will explore the curriculum activities, focusing on what constitutes an ecological school ground reflecting the cultural diversity of your students. You will understand the progressive nature of the curriculum culminating in student advocacy presentations to school and community leaders, and how it engages students of different interests and involves the local community.
Presentation 38:
38a Planning and significance of blue-green infrastructure on schoolgrounds - Birgit Teichmann, Teichmann Landschaftsarchitekten, Germany
This workshop shows how to plan and realize heat-resistant and water-sensitive schoolgrounds in urban development as well as how to mitigate flooding. You will be shown cooling cities with blue-green schoolgrounds and water as a precious resource for a climate optimized schoolground. We will show measures and good examples from the projects in Berlin and specify stakeholders and instruments for this process.
At the end of this workshop, you will understand the approaches to green-blue planning.
38b How supporting climate resilience in Flemish-Brabant schools? - Kristin De Ceuster, Province of Vlaams-Brabant, Belgium
The province of Flemish-Brabant is actively promoting biodiversity and climate resilience in schoolgrounds. Their recent brochure (May 2023, offered at the presentation) highlights plant-based solutions such as shadow trees and climbing plants, while emphasizing lesser-known water-related solutions like ponds, rainwater recuperation, and green roofs. It provides guidance on teaching students about these solutions and encourages collaborative action. The brochure features experiences of schools, detailing their climate resilience initiatives, reasons for choosing them, and pupil engagement.
Outside workshop 39: Involving students in greening your school - Elke Hermans, MOS provincie Antwerpen, Belgium
This workshop takes you outside to discuss the various learning opportunities of greening and how to get started in order to achieve results.
At the end of this workshop, you will be acquainted with tools and working methods to give students more ownership and to intrinsically motivate them to make sustainable choices. You will be able to detect opportunities to maximally involve students in the greening process. Also, you will get to know the structure of a decent outdoor class.
Series 4 / 15u15 - 16u15
Presentation 41:
41a The effects of greening schoolyards on children’s general health, cognitive performance, knowledge and appreciation of biodiversity, and (school) well-being - Lore Verheyen, UHasselt, Belgium
Exposure to nature has been associated with improved health and well-being but insight into the underlying mechanisms and the integration of exposure to nature into public health guidelines is scarce.
At the end of this workshop, you will gain more insight into the beneficial health effects of nature. This includes the positive effects on general health, cognition, and mental well-being. You will be more aware of the importance to implement more nature into urban planning at schools.
41b Unlocking nature's secrets: how green spaces may boost cognitive function, bone density, and health in children and mothers – insights from Limburg - Tim Nawrot, UHasselt, Belgium
The ENVIRONAGE birth cohort, comprising over 2,100 mother-child pairs, is a large prospective epidemiological study initiated in Belgium in February 2010. Umbilical cord blood and placental biopsies are collected at birth, providing valuable RNA/DNA data. Additionally, meta- and clinical data are gathered, creating a comprehensive dataset. A unique feature is the re-invitation of 400 4-6-year-old children and mothers, adding further depth to the research.
At the end of the session you will have insight in environmental epidemiological research integrating mechanisms to explain the observed beneficial effects of green exposure on healthy development at a more fundamental level.
Round table 42: Two peas in a pod? Municipalities and schools work together for greening schoolgrounds - Philippe Plessers, MOS/Provinciaal Natuurcentrum, Belgium
School greening is the natural way forward. This is an opportunity for schools and local councils to connect with each other. What do local boards have to offer schools and vice versa? There is policy, vision, manpower, materials, logistics, education, expertise, emotional involvement, enthusiasm, creativity, personal connection, community building. What is the added value of joining hands?
We will start with cases from the cities of Hasselt and Lommel. Then, we will work with personal preferences and anecdotes of the people around the table. That way, we want to come to a practical synthesis so that personal experiences merge with new ideas.
Central to this round table discussion is the personal exchange on the following question: which tangible interventions / interactions from cities make a difference for schools and their surroundings?
Presentation 43: Significance of preschool grounds greening and opportunities of contact with nature for children – from practices of preschool grounds greening movement in Japan, considering greens from school grounds towards cities and woodlands - Ko Senda, Den-en Chofu University, Japan
The presentation will explain the significance of preschool grounds greening and opportunities of contact with nature for children as well as the current movement of preschool grounds greening in Japan, considering greens from schoolgrounds towards cities and woodland for making better changes in climate conditions and nature conservation.
With this in mind, at the end of this workshop, you will have insights in working on preschool grounds greening and more opportunities of contact with nature for children in your country.
Presentation 44:
44a The COOLSCHOOLS project: examining the potential of nature-based solutions in school environments from a health and equity perspective - Hayat Bentouhami, Elsa Gallez and Amy Philips, UAntwerpen en VUBrussel, Belgium
Coolschools is an interdisciplinary project exploring the transformative capacities of Nature-based Solutions (NbS) in school environments. It aims to uncover context-specific details and common patterns related to NbS transformation capacities. The objective of the work package lead by UAntwerp and UHasselt is to study the associations between school green spaces and well-being in children (10-11y.o). The research examines children's use of green spaces in Brussels through map-based questionnaires, barriers and potential inequities.
44b Planting seeds of change: a call to prioritize the greening of disadvantaged schools - Madeleine Guyot, UCLouvian, Belgium
We analysed the status of pupils in French-speaking schools and showed the existence of socio-environmental inequalities. School greening policies could target the most disadvantaged schools considering both socio-economic and environmental status. Quantitative research can be used to pinpointing these schools, which holds the potential to significantly amplify the impact of action-oriented projects or policies.
After this lecture, you will understand how to effectively identify schools that benefit the most from green initiatives.
Presentation 45:
45a Play and expression of kindergarten children who became friends with swallowtail butterflies - Ryoichi Samejima, Tsurumi Junior College, Japan
A story of children and a swallowtail butterfly that began when it laid its eggs in a tangerine tree. A sense of camaraderie developed as they tried to protect it from problems. A story of friendship that continued even after the chrysalis became a butterfly.
This presentation provides an opportunity to consider the connection between children's expression and nature. The accidental encounters that change children's interests and behaviour such as the motivation to protect small creatures.
45b Nature experiences on near-natural schoolgrounds – how primary school students interact with nature at recess - Anna Lena Stettner, Ludwigsburg University of Education, Germany
The results of a primary school students’ interview shows that children include nature in their play when it is present on the schoolground. Both didactic and design consequences can be derived from these interviews and different forms of nature encounters take place.
At the end of this workshop, you will see how schoolgrounds can foster encounters with nature and how a schoolground has to be designed so that the pupils can satisfy their needs during recess. We will also discuss the didactic consequences for the framing of recess in school.
Round table 46: Overcoming hurdles in crafting and using green school grounds in secondary schools (ages 12-18) - Bieke Geukens, MOS/Provinciaal Natuurcentrum, Belgium
Exploring the complexities hindering the greening journey in secondary schools, we aim for a dynamic exchange of ideas and shared learning to identify possible solutions for obstacles encountered. Topics discussed can include education and outdoor learning, mindset, support base, participation, wellbeing, biodiversity, and climate resilience.
We aim for a dynamic exchange of ideas and shared learning to identify possible solutions for obstacles encountered during the process and use of a green school ground in secondary schools. We hope this session will inspire participants to try, explore and implement new ideas they heard from colleagues all over the world.
Inside and outside workshop 47: Natural Nations – Biodiversity in school grounds - Anna Rosdal, Naturskolan i Lund, Sweden
In this breakout session we focus on the reasons to integrate biodiversity in schoolgrounds, to motivate school leaders to promote green spaces in schools. We present and test the Natural Nations outdoor teaching resources and discuss what biodiversity in schoolgrounds can bring to children's learning and wellbeing.
This session will try to create an understanding of the importance of biodiversity, awaken interest in the animals and plants that populate school grounds and give practical tools for more animals and plants to thrive on schoolgrounds.
Presentation 48:
48a How to keep your green playground green, tackle the challenges of sustainable green management at school - Katrijn Gijsel, Provincie of Oost-Vlaanderen, Belgium
It’s not only about creating green playgrounds, a sustainable and persistent green management is indispensable. We will highlight the most important points of interest, tips, tools and good practices in several schools in East-Flanders.
At the end of this workshop, you will be inspired to work out a feasible approach for a sustainable green management for your own playground. You will have seen different good practices, tips and tools for maintenance as well as the educational opportunities this offers.
48b Management of Green infrastructure with your students: learning and fun guaranteed! - Liselotte Bollen, Natuurpunt, Belgium
Natuurpunt has an educational project in Flanders in which students participate in the management of nature reserves. During this project, we also experimented with participatory management of green infrastructure at school, and saw how the involvement of students led to higher respect and appreciation.
At the end of this workshop, you will feel inspired and will have best practices on the simplicity of creating your green infrastructure together with your students and how this benefits the participating children.
48c Community Engagement for a Green Change in Schools: Families potential role - Magda Morbey Ferro, APSPE & Movimento Bloom, Portugal
Scientific studies show that schools that achieve high-level learning include families in their processes because their commitment plays an important role in lasting and effective green change in schools.
After this presentation, you will have best practices for involving families in an outdoor play policy as you will better understand their role in developing non-formal environmental education activities outdoor. You will be able to grow a reliable and respectful space for sharing and finding common solutions with parents support.