Abstract
This study investigated current research on education in Greek kindergartens and the integration of outdoor activities into kindergarten programmes. A literature review was conducted using ERIC, JSTOR, SpringerLink, Education Research Complete, Scopus Google Scholar, and EBSCO-host electronic databases for the years 2017–2021. The review revealed that participation in outdoor play and activities is early childhood remains very low despite the multiple benefits to children of all ages. Multiple barriers to outdoor activities exist, including poor outdoor play facilities and equipment, the negative perceptions of parents and teachers, and a lack of support from the Greek educational system. This study attempts to initiate a discussion about the inclusion of outdoor play in kindergarten curricula as a move towards a more outdoor approach to early childhood education in Greece. A number of changes are proposed to ensure that kindergarten children benefit from their early involvement in activities outside the classroom. Outdoor play in Greek kindergartens could be a continuation of indoor education, supporting children to live healthier physical, emotional, psychological and spiritual lives.
Highlights
Play benefits children in many aspects of life supporting fitness, emotional and physical health, creativity, and social skills (Guirguis, 2018; O’Neill, Rajendran, & Halperin, 2012; Little & Wyver, 2008; Ashiabi, 2007; Manwaring & Taylor, 2006; Barnett, 1990)
The review revealed that participation in outdoor play and activities in early childhood remains very low despite the multiple benefits to children of all ages
According to Abd Rahim et al (2020), children benefit from an early childhood education facilitated by an organized and planned curriculum that allows for experimental learning
Summary
Play benefits children in many aspects of life supporting fitness, emotional and physical health, creativity, and social skills (Guirguis, 2018; O’Neill, Rajendran, & Halperin, 2012; Little & Wyver, 2008; Ashiabi, 2007; Manwaring & Taylor, 2006; Barnett, 1990). According to Bento and Dias (2017), play is a compelling and natural activity that promotes social, physical, cognitive and emotional wellbeing. It helps children to learn and thrive by providing a platform to experiment, think creatively, solve problems and cooperate with others (Bento & Dias, 2017). Providing children with opportunities for unstructured outdoor play allows them to decide what to do and who to do it with, promoting confidence, autonomy and self-esteem. According to Flannigan and Dietze (2017), play is an act that is intrinsically motivating, meaningful, symbolic, freely chosen, opportunistic, actively engaging and pleasurable. Sando and Sandseter (2020) define play from the perspective of the child as self-controlled, voluntary, unlimited, natural, free and fun
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