‘There are plenty of opportunities for play and learning’ – Swedish preschool teachers’ perspectives on using the outdoor environment as a pedagogical resource

Abstract

This study examines five preschool teachers’ narratives about using the outdoor environment as a pedagogical resource for children’s play, learning and experiences in Swedish preschools. Participants were asked to reflect on both opportunities and challenges in outdoor play and learning. The present study responds to the need for further research on how the outdoor environment is used in daily pedagogical practice through the lens of preschool teachers’ own descriptions. The study is built on interpretive qualitative research, a form of narrative inquiry that uses concepts such as place and didactic sensitivity in the analysis. The findings show how the participants highlight many opportunities for children to engage in play and learning activities in the outdoor environment. The importance of educators’ involvement and pedagogical commitment is also emphasised. However, constraints related to lack of variation, access, and teacher commitment are clearly identified as hindering the use of the outdoor environment as a pedagogical resource.

Keywords

• Didactic sensitivity
• outdoor environment
• play and learning
• preschool teachers
• Xin Yun Hu, The Education University of Hong Kong, Hong Kong
• Teachers & Teacher Education