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Drawing on posthumanist and new materialism theorising, we take the concept of resonance for an a/r/tographic ‘walk’ to know, be and do differently, to challenge human-centric separatist ways that have resulted in our current socioecological crises. Beginning with Ingold’s knotty thinking, we identify the notion of resonance as a node for exploring and thinking about interactions in the world. Guided by Barad’s proposition of entangling ethico-onto-epistemic ways, our a/r/tographic thought experiments find resonances that echo through bodies, through connections as nature, through deep-time and modern spaces to notice and attend to intraactions within the ecological collective. Through art-full, thought-full scholartistic enquiry, we explore diffractive encounters to consider resonance as a conceptual tool for tuning into and harmonising with the entanglements of body–mind–space–time–matter. We pose this exploration of resonance as the start of a knotty theory conversation for shifting into a new ‘common world’ knowing, being and doing.

Outdoor Learning in natural environments is a burgeoning approach in the educational sector. However, the evidence-base of research has not kept pace with teacher perceptions and increased practitioner usage. Anecdotal evidence and formal research suggest the significant health and wellbeing benefits of nature connection. Offering low-cost, non-invasive pedagogical solutions to public health challenges—particularly around mental health, wellbeing, physical literacy, and increasing physical activity–the pedagogical benefits of Outdoor Learning are yet to be fully enunciated. The proposed systematic review will search for studies across eight academic databases which measure the academic and socio-emotional benefits of Outdoor Learning, with a focus on school-aged educational settings. Using the inclusion criteria set out in this paper (and registered with PROSPERO: CRD42020153171), relevant studies will be identified then summarised to provide a synthesis of the current literature on Outdoor Learning. The goal of this review is to document the widespread international investigation into Outdoor Learning and its associated benefits for development, wellbeing, and personal growth. The systematic review will provide insights for teacher-training institutions, educational policy makers, and frontline teachers to improve the learning experiences of future students.

IN THIS PAPER, CHILDREN'S idealised playspace drawings, arising from their participation in planning a children's playground in a local shopping centre, are examined. This examination is conducted by engaging with theories of human/nature connection, significance of place, and children as agents in co-construction of playspaces. Analysis of the drawings—through a combination of iterative visual methods and children's narratives—highlights the value children place on being outdoors and on natural elements, loose parts and activity in their play. The playspaces imagined/drawn by the children are in stark contrast to the design of play environments in many schools and early childhood settings where safety and supervision are the dominant focus. These conflicting views are examined in the context of international discourse on playspace design, and the concluding discussion adds to the growing number of voices affirming that children should be actively engaged in the planning process and become co-constructors in spaces that are designed for their use.

There is an emerging body of literature that explores the impact of garden-based learning on health, well-being, social cohesion, and educational outcomes. In this paper, we examine a pilot study conducted in partnership with the Royal Botanic Gardens’ Youth Community Greening to implement a gardening program with disengaged youth. Data was collected through eldwork and semi-structured interviews, revealing ve interconnected themes: enhancing well-being and health literacy; building life skills; engaging students; connecting with adults; and increasing self- esteem. We conclude by showcasing some of the collaborative practices between educational contexts and communities to reveal how these partnerships can be mutually enhancing.

With high rates of psychological distress reported amongst children internationally, the development and evaluation of new program initiatives is critical in order to meet the challenge of this burgeoning issue. Both acceptance and commitment therapy and adventure therapy are emerging as popular strategies to elevate psychological wellbeing. This small-scale program evaluation focuses on nine upper primary school-aged children enrolled in a specialist school in Australia for children with challenging behavior and/or emotional needs. Participants completed a newly developed 8-week intervention entitled 'ACT in the Outdoors' which combined key principles of both acceptance and commitment therapy and adventure therapy. The program was evaluated via a combination of pre and post participant psychological measures, and post interviews with participants and teachers. The results of this small-scale preliminary evaluation suggest that a portion of the participating children reported improvements in psychological wellbeing and skill development. Improvements appear to be mitigated by attendance and level of psychological wellbeing upon program entry. Based on this premise, the results suggest that more research is warranted to further understand the potential benefit of this innovative interdisciplinary approach.

Outdoor pedagogy comes in many forms and with varying underlying purposes. This chapter demonstrates the author’s journey as a primary school educator whose programme was underpinned by belief in the value of outdoor learning. It begins by highlighting her teaching practice with young children at schools in the Northern Rivers of New South Wales (NSW) using a “postmodern emergence” approach to curriculum. Using art-based pedagogies alongside outdoor experiential education, this programme scaffolded children’s developing sense of place/belonging and econnection to the natural world, assisting them to understand the properties, ecosystems, and habitats of the environment. It positions this practice as a legitimate form of outdoor education by invoking a radical feminist definition that includes intra-action with the natural world through relationships with self, the natural environment, and others.

This paper explores the concept of academic identity as it relates to the lecture, in particular, the digitized lecture delivered to a camera, in the absence of a student audience. Many academics have the performance aspect of the role thrust upon them with little or no training. For the purpose of this study, we look at the performance of the academic identity and examine tailored film presence coaching for its contributions toward academic identity, specifically in relation to feelings of self-confidence and diminishment of discomfort or stage fright. The case is articulated through the lens of scholar-practitioners, using expert facilitated participatory action research. It demonstrates in our sample of experienced academics, all reported some feelings of uncertainty about presenting lectures to camera prior to coaching. We share how power poses and reframing fear, produced improvements in the ease and competency of all participants. 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This article showcases a creative approach to early childhood education for sustainability (ECEfS). It reports on the author's doctoral research program, which examined the effectiveness of arts-based pedagogies for exploring and understanding the natural world in an early childhood education program. Motivated by their existing commitment to education for sustainability (EfS), the participating educators used the arts for further exploration and understanding of the natural world in teaching and learning. They explored the role of the arts in knowledge production and embodied experience, and reinterpreted and built on their own funds of knowledge about their environment. The result was meaningful curriculum steeped in content about the natural environments that were local to the children and their educators. The findings further signify the challenges educators needed to overcome in order to intensify their connection with their own local environments, and the effect that this enhanced connection had on their capacity to reflect local natural environments in their programs with the children.

This chapter reconsiders the issues that educators face in engaging with early childhood education for sustainability (ECEfS) through the contemporary lenses emerging in this age of the Anthropocene. Relational-materialism and posthumanist perspectives expressed through arts-based pedagogies reinvigorate ECEfS and come together to form a synergy that lays the foundation for new ways of thinking and knowing about nature. I argue that arts-based processes, underpinned by the contemporary theories discussed, facilitate econnection, which is a deepening of children’s perceptions of and intra-actions with the natural world so they become an interwoven part of their metacognition, their being and understanding of their own lives. This reconsideration is timely as research shows there is resistance in early childhood settings to engaging with ECEfS and that early childhood services are least likely to meet the standards (with the exception of one other quality standard) in the quality assurance area related to ECEfS. This is despite the Early Years Learning Framework and the National Quality Standards requiring early childhood services to embed sustainability as environmental, social, personal and educational priorities. This chapter explores the effect that the deeply embedded knowledge derived through econnection might have for a reciprocal nature/culture exchange and for a vision of the future that goes beyond what is sustainable and becomes a joyous, creative, and generative process for living and being on the Earth.

1. Young Children's Pretend Play and Storytelling as Modes of Narrative Activity: From Complementarity to Cross-Fertilization? Ageliki Nicolopoulou Part 1: Pretence and Storytelling in Autism Spectrum Disorder 2. Pretend Play in Children With Autism Spectrum Disorders: A Review of the Literature Mahwish Chaudry and Cheryl Dissanayake 3. Play, Narrative, and Children With Autism Karen Stagnitti 4. Developing Reciprocity With Technology and Storytelling: The Design of an Authorable Virtual Peer for Children With Autism Spectrum Disorder Andrea Tartaro and Justine Cassell 5. Social Robots as Storytellers: Can A Social Robot Encourage Children With ASD To Ask Questions During Playtime? Ramona Simut, Cristina Costescu, Johan Vanderfaeillie, Daniel David and Bram Vanderborght 6. The Intersection of Pretense and Storytelling In Children With Autism Spectrum Disorder Susan Douglas and Lesley Stirling 7. Dad! You Have to be...: Autism, Narrative And Family Neil Maclean Part 2: Pretence and Storytelling in the Classroom 8. The Wrongheaded Exclusion of Imaginative Storytelling from Kindergarten Writing Instruction Patricia M. Cooper 9. The Development of Subteacher Discourse during Pretend Play in the Wake of Reading A Story Esther Vardi-Rath, Teresa Lewin, Zehava Cohen, Hadassah Aillenberg and Tamar Eylon 10. The Natural World as Content for Interconnection and Divergence of Pretence and Storytelling in Children's Play Kumara Ward Part 3: Pretence and Storytelling in Cross-Cultural Development 11. Using Narratives and Drawings to Assess Creativity in Preschool Age Children Candice M. Mottweiler 12. A Cultural-Historical Reading of Imagination and Creativity in Young Children's Shared Narrative Creations across Cultural Contexts Sue March, Liang Li and Gloria Quinones 13. Returning To Play: The Critical Location of Play in Children's Sociocultural Lives Artin Goncu and Jennifer A. Vadeboncoeur

The value of DNA ploidy as a prognostic indicator is well established in many cancers, but recent studies in childhood rhabdomyosarcoma (RMS) have been contradictory. In a retrospective study of 128 cases of soft-tissue sarcoma (STS) diagnosed since 1980, the prognostic value of clinical, histological and flow cytometric parameters was compared, using univariate and multivariate methods. Eighty-one RMSs, 18 extraosseous Ewing's (EOE)/peripheral neuroectodermal tumours (PNETs) and 29 other non-RMS STSs were histologically and clinically reviewed. Five year actuarial survival was 63.4% for all STSs and 69.4% for RMSs. Paraffin-embedded tissue blocks were available for flow cytometry in 90 cases. Of the RMSs, 65.5% were aneuploid [DNA index (DI) > 1.1] compared with 23% of the EOE/PNETs and 31% of non-RMS STSs. Median S-phase was also significantly higher in RMSs (17.0%) than in other STSs (10.8%) (P = 0.0023). Univariate analysis in RMSs showed that stage, ploidy status, S-phase, site and tumour size all had a significant impact on survival. In multivariate analysis of 59 cases of RMS, one clinical and two flow cytometric parameters were independently associated with poor prognosis. These were stage (IV), nonhyperdiploidy (DI < 1.10 and > 1.8) and a high rate of proliferative activity (S-phase > 14.0%). These results confirm that ploidy and S-phase are important new prognostic indicators in rhabdomyosarcoma.

This chapter examines the ways that the arts are transforming environmental education in urban centers and helping bring about cultural shifts toward sustainability. Around the world, cities are using the arts to enhance urban aesthetic experiences and foster innovative environmental activism. Manifesting as flash mobs, immersive street theater, bike parades, pop-up installations, zero-carbon concerts, and participatory storytelling, artists are harnessing their creativity and ingenuity to draw attention to and propose solutions for the environmental challenges faced by cities in the twenty-first century. Also known as creative or artistic activism, environmental arts are becoming part of the curriculum in schools, universities, colleges, museums, and community centers, and they are being integrated into the fabric of the city in unexpected spaces such as parks, city streets, alleyways, and rooftops. This chapter cites examples showing how visual arts, music, dance, drama, and other art forms help to bring about positive environmental change.