‘The teacher doesn't know what it is, but she knows where we are’: young children's secret places in early childhood outdoor environments

Abstract

This paper presents a qualitative case study examining two early childhood outdoor play environments which illuminates the complex concept of children's secret places and how they potentially conflict with adult constructions of outdoor spaces. While educators may be able to design outdoor environments based on sound pedagogical decisions within regulatory guidelines, what resonates with children is often a different sort of place. A child's ‘secret place’ is not only perceived as private and adult-free, but is uniquely constructed by children themselves. A version of the Mosaic Approach is used to invite children's conversations about what they consider important in their outdoor places for play.

Keywords:

• early childhood education
• secret places
• outdoor play environments
• mosaic approach

Acknowledgements

I would like to acknowledge and thank my Ph.D. Supervisor Assoc. Prof. Suzy Edwards and Co-supervisor Dr Linda Henderson for their support and encouragement in the writing of this paper.

Notes on contributor

Deborah Moore is a Ph.D. candidate at the Australian Catholic University. Throughout her background of over 25 years as a preschool teacher, preschool field officer and early years sustainability officer with local government, she has shown a keen interest in young children's outdoor environments for play. Her Ph.D. research is a narrative inquiry based on historical and contemporary children's imaginative play places to examine play practices over time.