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Observations from two forest-based nature kindergartens in Finland and Scotland show outdoor learning sites as richly resourced spaces where foraging is shaped by socio-cultural norms. Bourdieu’s habitus informs how diverging early childhood programs are marked by ‘conduit’ adults maintaining everyday, taken-for-granted behaviors.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cultural-transmission-at-nature-kindergartens-foraging-as-a-key-ingredient/596715/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cultural-transmission-at-nature-kindergartens-foraging-as-a-key-ingredient/596715.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper treat foraging as important in early childhood education research?","Question",{"text":112,"@type":113},"It argues that empirical inquiry into foraging as a sustainable, seasonal practice is scarce, particularly in early childhood education literature.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data sources support the study?",{"text":117,"@type":113},"The study draws on observations recorded at two forest-based nature kindergartens, one in Finland and one in Scotland.",{"name":119,"@type":110,"acceptedAnswer":120},"How do socio-cultural norms influence foraging in nature kindergartens?",{"text":121,"@type":113},"Foraging practices are mediated by socio-cultural norms, which shape everyday behaviors and learning participation outdoors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596715,1792192169,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Cultural Transmission at Nature Kindergartens: Foraging asa Key Ingredient  \nClare Nugent & Simon Beames, University of Edinburgh, Scotland  \nAbstract  \nWhile nature environments afford food for human consumption, there is a dearth of empirical inquiry that considers foraging as a sustainable, seasonal practice that builds human-nature relations. This gap in the literature is particularly apparent in early childhood education literature. Drawing on observations recorded at two forest-based nature kindergartens in Finland and Scotland, the data illustrate how outdoor learning sites are richly resourced places where foraging practices are mediated by socio-cultural norms. Bourdieu’s concept of habitus (1977) is used to consider the ways in which foraging practices, in contrasting early childhood education programs, are hallmarked by “conduit” adults. These adults play a constitutive role in maintaining uncontested, “common sense,” quotidian behaviors.  \nRésumé  \nTandis que les environnements naturels fournissent de la nourriture propre à la consommation par les êtres humains, il y a un grossier manque de demandes derenseignements empiriques considérant la culture fourragère comme unepratique durable et saisonnière établissant des liens entre l’humain et la nature. Cet écart dans la littérature est particulièrement évident dans les écrits sur l’éducation des enfants en bas âge. Les données, qui reposent sur des observations consignées dans deux écoles maternelles en forêt situées en Finlande et en Écosse, illustrent à quel point les sites d’apprentissage en plein air sont des lieux riches en ressourcesoù les pratiques fourragères sont assurées par les normes socioculturelles. Le concept d’habitus de Bourdieu (1977) est employé pour envisager les moyenspar lesquels les pratiques fourragères, au sein de programmes d’enseignement à l’enfance divergents, sont caractérisées par des adultes dits intermédiaires. Ces adultes jouent un rôle constituant dans le maintien de comportements quotidiensincontestés qualifiés de logiques.  \nKeywords: foraging, nature kindergarten, situated experience, habitus, humannature interaction  \nIntroduction  \nForaging is a quest—a hunt for wild plants, fish, and other edible resources—characterized by searching, gathering, occasionally cooking, and usually consuming that which is found. Children familiar with foraging tend to live in  \n78 Canadian Journal of Environmental Education, 20, 2015  \nsubsistence societies where such skills are a necessary part of their existence (Hawkes, O’Connell, & Blurton Jones, 1995) . Foraging has gained a footing in anthropology, but is seldom represented in outdoor learning and early childhood literatures. When foraging is considered more generally, it covers a spectrum between survival guides to gourmet recipes, while overlooking socio-cultural influences. Foraging permits food outdoors and culture to unite, or to borrow from Kramer (2011), to taste culture through foraging.  \nTime spent in natural environments is beneficial in early childhood (Kellert, 2002; McCurdy, Winterbottom, Mehta, & Roberts, 2010) . Indeed, distinctive values are noted in using woodlands for learning, in terms of their multi-sensory qualities (Henwood & Pidgeon, 2001), as sites for environmental knowledge and awareness (Bolay & Reichle, 2007; Ridgers, Knowles, & Sayers, 2012), and as sites for improved motor skills and stamina from rough terrain (Fjørtoft, 2004) . Further, provisions in these spaces are reported (Knight, 2013; O’Brien & Murray, 2007; Swarbrick, Eastwood, & Tutton, 2004) . Still, in Western outdoor learning contexts, where there is no imperative to forage, there is a notable dearth of empirical inquiry that considers these behaviours. Sources do comment on thesensorial aspects of early childhood pedagogy (Johansson & Løkken, 2013), yet discussions of taste and olfactory cues in the outdoor learning literature are rare. Instead, the focus is on specific genres of food-related activi","cbCaikYpVJ2Mh0Rn","https://ap.wps.com/l/cbCaikYpVJ2Mh0Rn","pdf",1176861,14,"English","# Abstract\n# Keywords\n# Introduction\n# Nature Kindergartens as Foraging Sites","[{\"question\":\"Why does the paper treat foraging as important in early childhood education research?\",\"answer\":\"It argues that empirical inquiry into foraging as a sustainable, seasonal practice is scarce, particularly in early childhood education literature.\"},{\"question\":\"What data sources support the study?\",\"answer\":\"The study draws on observations recorded at two forest-based nature kindergartens, one in Finland and one in Scotland.\"},{\"question\":\"How do socio-cultural norms influence foraging in nature kindergartens?\",\"answer\":\"Foraging practices are mediated by socio-cultural norms, which shape everyday behaviors and learning participation outdoors.\"}]","Cultural Transmission at Nature Kindergartens - Foraging as a Key Ingredient | PDF",1792083582,35]