Outdoor play as a mean to achieve educational goals - a case study in a Portuguese day-care group

Gabriela Bento,Jorge Adelino Costa

doi:10.1080/14729679.2018.1443483

Gabriela Bento, Jorge Adelino Costa

https://doi.org/10.1080/14729679.2018.1443483

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Abstract

ABSTRACTThis study aims to explore the pedagogical potential of outdoor play situations, considering the educational goals established in the Portuguese Pedagogical Guidelines for 0–3-year-old children (ongoing work), namely development of a sense of security and positive self-esteem; development of curiosity and exploratory impetus; and development of social and communication skills. Following a qualitative methodology, during a period of 9 months, the outdoor play experiences of 14 children from a day-care centre were observed and monitored and the professionals were interviewed. The data shows that outdoor experiences can contribute to the achievement of the educational goals, enlarging opportunities for creative play, problem solving, experimentation, inquiry, dialogues and collaboration. The achievement of the educational goals is facilitated through supportive and positive relationships with adults and peers, provision for proper equipment, and contact with nature. This study offers a deep insight into how educational policies can be put into practice in the outdoor area.

Highlights

The vital role of play for children’s learning and development is strongly supported in education and psychology literature (Macintyre, 2001; Moyles, 1989, 1994; Pellegrini, Dupuis, & Smith, 2007)
This study aims to explore the pedagogical potential of outdoor play situations, considering the educational goals established in the Portuguese Pedagogical Guidelines for 0–3-year-old children, namely development of a sense of security and positive selfesteem; development of curiosity and exploratory impetus; and development of social and communication skills
We aim to identify pedagogical benefits favouring the accomplishment of the three goals established in Pedagogical Guidelines for working with 0–3-year-old children (PG 0–3) and gain a deeper understanding about factors that contribute to positive outdoor play experiences in educational settings

Summary

Introduction

The vital role of play for children’s learning and development is strongly supported in education and psychology literature (Macintyre, 2001; Moyles, 1989, 1994; Pellegrini, Dupuis, & Smith, 2007). In the study of Maynard, Waters and Clements (2013), teachers used outdoor play time to observe, interact and obtain important information about each child’s needs and interests, developing a different perspective about children’s achievements. Recognising the difficulties related to the concretisation of official guidelines in daily practices, this study intends to explore the possible articulation between the educational goals for under threes and the opportunities offered by the outdoor environment, showing how such experiences may contribute to educational outcomes. We aim to identify pedagogical benefits favouring the accomplishment of the three goals established in PG 0–3 (development of a sense of security and positive self-esteem; development of curiosity and exploratory impetus; development of social and communicational skills) and gain a deeper understanding about factors that contribute to positive outdoor play experiences in educational settings. They had worked in the setting for more than 10 years and were members of the local community

Ethical considerations

Discussion and future considerations

Notes on contributors