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ABSTRACT
This paper explores the emergence of early childhood education outdoor programs in British Columbia, Canada. The story told follows paths not dissimilar from how one might observe children on a walk to the park. While the park is the destination, it is the journey to the park, of picking up pebbles, looking at flowers, and finding sticks, that enlivens and binds the journey. Through our consideration of stories from a number of outdoor programs, we weave patterns that join their emergence and consider how their stories might sustain and encourage educational action.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1 The story Elliot and Krusekopf shared with us at the time of writing this paper has now been published in International Journal of Early Childhood (see citation below).
2 The meticulous order was also applied to the actual children's gardens, see Brosterman Citation2002/3 for an image of the Froebelian gardens.