Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers

Abstract

In efforts to encourage use of natural outdoor settings as learning environments within early childhood education, survey research was conducted with 46 early childhood educators from northern Minnesota (United States) to explore their beliefs and practices regarding natural outdoor settings, as well investigate predictors of and barriers to the educational use of these settings. Of the beliefs measured, only two were significantly related to frequency of use of natural outdoor settings: belief regarding difficulty in using natural outdoor settings and belief regarding their relationship to nature. The strongest predictor of use was belief regarding difficulty in using natural outdoor settings, accounting for 67.7% of the variance in the regression model. Results indicate primary barriers to be lack of walking access to natural outdoor settings, lack of time, winter weather, and safety concerns. These findings suggest efforts to increase early childhood educators' use of natural outdoor settings should not focus on influencing their beliefs about the value of using natural outdoor settings in early childhood education, but instead on reducing barriers, thereby making the use of these settings seem more feasible.

Early Childhood Educator perspectives on the first year of implementing an Outdoor Learning Environment in Singapore

“…In earlier research on challenges and opportunities associated with implementing OLEs, access to outdoor settings for teaching and learning emerged as a barrier to use (Ernst, 2014). In this study, access was not a barrier as the OLE was located on-site, was purposefully designed for use by teachers and students, and was easily accessible.…”

“…Despite a general appreciation of the value of OLEs, many early childhood educators face barriers, both perceived and real, to implementing learning outdoors. Ernst (2014) found that while teacher beliefs regarding one's relationship with nature shows a positive correlation with the frequency of use of OLEs, it did not have a significant influence on use in relation to other belief variables. Ernst (2014) found that the most significant predictor of outdoor use are beliefs regarding perceived difficulties in using OLEs.…”

“…Ernst (2014) found that while teacher beliefs regarding one's relationship with nature shows a positive correlation with the frequency of use of OLEs, it did not have a significant influence on use in relation to other belief variables. Ernst (2014) found that the most significant predictor of outdoor use are beliefs regarding perceived difficulties in using OLEs. Both real and perceived barriers can include a lack of walking access, lack of time, weather, safety concerns, and lack of extra supervision.…”

“…plants, animals, rocks, dirt, water, etc.). Research on teachers' use and implementation of OLEs reveals that most early childhood educators agree with the importance of experiences in nature for children's physical, socio-emotional and cognitive development, and young children's appreciation for the environment (Ernst, 2014;Ernst & Tornabene, 2012;Norodahl & Johannesson, 2016). OLEs provide children with the opportunity to explore, be active, and engage in sensory experiences that simply cannot be replicated inside.…”

Berrikuntza Haur Hezkuntzako kanpo espazioan: diseinuaren kalitatea eta haurraren jolasa

“…Hainbat arrazoi daude hori horrela izateko, hala nola, teknologiak, trafikoa, eguraldia eta hezkuntza erakundeak (Doucette, Kowalski eta Ransom, 2007;Ernst 2014; Fdzila eta Said;2010; Maynard eta Waters, 2007). Teknologiari dagokionez, haurrak gero eta lehenago hasten dira horiek erabiltzen, eta sasoi batean kanpoan ematen zuten denbora nolabait ordezkatu egin dute (Doucette et al, 2007).…”