Play, Learn, and Teach Outdoors (PLaTO) terms differ across languages, contexts, and cultures. Moreover, there is no clarity on how PLaTO terms are defined (i.e., terminology) and categorized (i.e., taxonomy) and how the categories are related or conceptualized (i.e., ontology). These differences and lack of cohesion make it challenging to have a harmonious dialogue across academic disciplines and cultures, thus limiting the progress and credibility of the PLaTO sector.
Hence, a team of 67 educators, practitioners, and researchers worldwide recently published a consensus project on the terminology, taxonomy, and ontology of 31 key terms in outdoor play, outdoor learning, and outdoor teaching. This two-year project in the making was led by the founders of PLaTO-Net (Play, Learn, and Teach Outdoors Network), Dr. Mark Tremblay at Children’s Hospital of Eastern Ontario Research Institute, and Dr. Eun-Young Lee at Queen’s University.
The team’s intent was to enhance communication between and within the sector, by developing and adopting consistent terminology, taxonomy, and ontology for PLaTO. The goal of the ontology model was to capture all aspects of activities that occur in outdoor spaces, for all ages, and their relationship with one another.
This project contributes to advancing PLaTO-based research and facilitating intersectoral and interdisciplinary collaboration. The long-term goal is to foster and strengthen PLaTO’s synergistic linkages with healthy living, environmental stewardship, climate action, and planetary health agendas.
Click here to read the original article published by Outdoor Play Canada.
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