Play, Learn, and Teach Outdoors-Network (PLaTO-Net): terminology, taxonomy, and ontology

Abstract

Background: A recent dialogue in the field of play, learn, and teach outdoors (referred to as "PLaTO" hereafter) demonstrated the need for developing harmonized and consensus-based terminology, taxonomy, and ontology for PLaTO. This is important as the field evolves and diversifies in its approaches, contents, and contexts over time and in different countries, cultures, and settings. Within this paper, we report the systematic and iterative processes undertaken to achieve this objective, which has built on the creation of the global PLaTO-Network (PLaTO-Net).

Methods: This project comprised of four major methodological phases. First, a systematic scoping review was conducted to identify common terms and definitions used pertaining to PLaTO. Second, based on the results of the scoping review, a draft set of key terms, taxonomy, and ontology were developed, and shared with PLaTO members, who provided feedback via four rounds of consultation. Third, PLaTO terminology, taxonomy, and ontology were then finalized based on the feedback received from 50 international PLaTO member participants who responded to ≥ 3 rounds of the consultation survey and dialogue. Finally, efforts to share and disseminate project outcomes were made through different online platforms.

Results: This paper presents the final definitions and taxonomy of 31 PLaTO terms along with the PLaTO-Net ontology model. The model incorporates other relevant concepts in recognition that all the aspects of the model are interrelated and interconnected. The final terminology, taxonomy, and ontology are intended to be applicable to, and relevant for, all people encompassing various identities (e.g., age, gender, culture, ethnicity, ability).

Conclusions: This project contributes to advancing PLaTO-based research and facilitating intersectoral and interdisciplinary collaboration, with the long-term goal of fostering and strengthening PLaTO's synergistic linkages with healthy living, environmental stewardship, climate action, and planetary health agendas. Notably, PLaTO terminology, taxonomy and ontology will continue to evolve, and PLaTO-Net is committed to advancing and periodically updating harmonized knowledge and understanding in the vast and interrelated areas of PLaTO.

Fig. 1

Play, Learn, and Teach Outdoors Network (PLaTO-Net) Terminology, Taxonomy, and Ontology Consensus Project steps and timeline

Fig. 2

Summary of evidence identification and study selection. Note: The full list of 447 references can be found in Additional File 2

Fig. 3

Play, Learn, and Teach Outdoors Network (PLaTO-Net) ontology model. Note: At the bottom of the model, surrounding the tree roots in the earth, are the terms economic, cultural, social, ecological, geographical, and political which denote some of the main influences on/consequences of outdoor activities. Along the roots are examples of outdoor settings, starting at the top of the roots with ‘environment,’ branching out to the terms natural and built, leading to green space and loose parts, and school ground and playground, respectively. The roots overlap with each other to indicate inter-relationships between all terms in the earth and roots. Along the bark of the tree trunk are examples of purposes/outcomes that can be achieved while engaging in different activities in the outdoors (e.g., living, connecting, growing, be[long]ing, healing, [re]creating, and socializing), where the bark again overlaps with the different terms to indicate the connectivity of and fluidity between these terms. The trunk supports the leafy canopy where we suggest there are five overlapping main types of activities that can be performed outdoors. These activities span across a range of colors that blend into and overlap with each other, with leisure in orange, leading into play in red, learn in green, teach in purple, and work in yellow (e.g., some leisure activities involve play, a lot of play can be informal learning, working outdoors can involve play, or teaching and so on). Some leaves have fallen back down to the soil to indicate the cyclical and interconnected relationship between all elements. There is also a box to the right of the tree with a cross-section indicating the rings of the tree, with the labels early years, children, youth, adults, and elders in concentric rings moving from the outermost ring to the center, just as the youngest tree rings are at the edge and the oldest at the center, to highlight the applicability of the model to all humans across the lifespan

Fig. 4

Play, Learn, and Teach Outdoors-Network (PLaTO-Net) logo. Note: The logo still has all elements from the PLaTO ontology model; however, the words on the logo only highlight the focus of PLaTO-Net