Editorial: Child, place, and others: interactions that support outdoor learning

Abstract

When we planned this special edition, we wanted to encourage articles that would provide insight into what occurred within the processes of various forms of outdoor learning, shining a light on the complex interactions between the child, the context and others in mediating experiences and learning. The articles presented here do not disappoint in this, and their diversity of approaches has surprised and delighted us. They include provocations that we hope will generate continuing debate and inquiry into complex interactions in outdoor learning. It was not possible to include all submitted articles in this special issue. In some cases, they were not ready for our deadlines for publication in 2022, but those of high quality will be published in later general issues of the journal. We would like to thank all those who submitted articles for consideration and the reviewers of their papers for their help in constructing this examination of interactions between child, place, and others. The is in the within early years, primary and phases. the in the stem within the but the and which are detail. as we have the as well as local communities and preventative