Pedagogies of outdoor spaces: an early childhood educator professional learning journey

ABSTRACT

This manuscript presents the findings of a study that explored how teachers’ perceptions of natural play learning environments were transformed through targeted professional learning (PL). Australia’s early childhood education and care (ECEC) policy outlines a responsibility for educators to ensure that outdoor learning spaces provide experiences in both built and natural environments. In response, many ECEC settings are redesigning outdoor spaces to provide for natural and open-ended affordances. Drawing from interview data collected over an 18-month period, this manuscript shares the story of three educators as they participate in targeted PL while engaging with the outdoor space. Findings show that prior to the PL, the educators focused on what they saw as limitations to the space. Engaging in the PL led to changed perceptions for the educators who felt more confident in their understandings of the value and benefits of nature-rich outdoor environments to support young children’s active play.

KEYWORDS:

• Naturalized outdoor environments
• early childhood pedagogy
• professional learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Elizabeth Rouse is a senior lecturer in early childhood education at Deakin University, Australia.

Llewellyn Wishart is a lecturer in early childhood education at Deakin University and Doctor of Education candidate at University of New England (UNE), Australia.

ORCID

Llewellyn Wishart http://orcid.org/0000-0002-8817-1925

Elizabeth Rouse http://orcid.org/0000-0002-2889-5382