Young Children and Educators Engagement and Learning Outdoors: A Basis for Rights-Based Programming

Abstract

Research Findings: This article reports on a study undertaken with 4 early childhood programs in a medium-size city in Canada investigating young children's and educators' perspectives on engagement and learning possibilities outdoors. A rights-based methodology including participant observations and interactive activities with children as well as focus groups and discussion groups with educators reveals the diversity and richness of young children's learning opportunities in the natural outdoor space. Educators also talk about forming more egalitarian and fulfilling relationships with children in outdoor activities. The value educators placed on play in natural spaces led to the creation of opportunities for play outside and motivated educators to support children's interactions outdoors by mediating policy and societal fear of the risk of outdoor play. Practice or Policy: The results of the study highlight the value of a learning community for early childhood educators so that they might support children's full use of outdoor space and the critical role of adult allies in advocating for rights-based programming.