No muddy shoes, no dirty clothes! examining the views of teachers and parents regarding children’s outdoor play and learning

ABSTRACT

The aim of this study was twofold: (a) to carry out an in-depth investigation of teachers and parental views regarding outdoor play and learning, and (b) to examine the extent to which the objectives and goals related to outdoor play and learning were documented within the school curriculum. The data were collected qualitatively from 12 teachers and 35 parents whose children were enrolled in one school. Data collection occurred through observations, semi-structured interviews, and document analysis . It was shownthat parental concerns relative to the weather, children’s hygiene, and safety of play, influenced the outdoor practices of teachers as well as the children’s access to the outdoors. Teachers’ monthly plans also differed based on seasonal weather changes and differences in age groups. The findings shed light on the need for mutual communication and collaboration between teachers and parents regarding the benefits outdoor play and learning provided to children.

KEYWORDS:

• Outdoor learning
• early childhood
• teachers
• parents
• qualitative

Acknowledgments

This study is derived from the first author’s master’s thesis completed at Middle East Technical University in Ankara, Turkey under the supervision of the second author.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary Material

Supplemental data for this article can be accessed here.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Serap Sevimli-Celik

Melike Kandemir is a PhD student in the Department of Elementary and Early Childhood Education in the College of Education at Middle East Technical University (METU). Her research focuses on outdoor play and learning in early childhood education.

Serap Sevimli-Celik is an Assistant Professor of Elementary and Early Childhood Education in the College of Education at Middle East Technical University (METU. She has written book chapters on active design and play in early childhood as well as recently written articles on movement education, playfulness, and creativity in early childhood teacher education.