Abstract
Despite the many known benefits of outdoor play, early childhood educators are often reluctant to take children outdoors. We have been examining this issue as part of collaborative school improvement work with early childhood educators in First Nation communities in Nova Scotia. In this article, we first present a review of related literature and then share information gathered from educators related to the barriers to taking children outdoors. Finally, we propose four processes that encourage and support educators as they reconsider the challenges and reexamine the potential of this crucial area of experience for young children.
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