Abstract
This study aimed to improve the outdoor play of a 5-year-old class. Twenty 5-year-old children and one teacher from one class at a public kindergarten in J City participated in this study. The researcher reflected on the current status of outdoor play and conducted three rounds of implementation based on the perceived problems. Using an action research approach, observations of children's outdoor play, play recordings, interviews with children and the researcher's journal were used to analyse the effectiveness of the action plan and their changes. The results showed that in the first implementation the researcher supported child-led experiences of space use, extended children's experiences of peer relationships and evaluated the role of carers as play observers and participants: In the second implementation, sharing outdoor play experiences with peers and reducing the teacher's voice were implemented and evaluated: In the third implementation, increasing outdoor play time and approaching children with heart were implemented and evaluated. Second, the implementation improved children's initiative, expression and social relationships. Teacher's confidence and understanding of the implementation of outdoor play increased, and their understanding of the value of outdoor play, the implementation of child-centred curriculum and their relationship with children improved positively. Therefore, teachers should play an active role in outdoor play, such as organising the environment and participating in the play, and it is necessary to explore various support measures to improve young children's outdoor play through the curriculum created with young children.
Published Version
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