Current and future Greek preschool teachers acknowledge outdoor play benefits but their ideas for promoting play differ

The Greek kindergarten curriculum recognizes outdoor play’s contribution to children’s learning and development and encourages teachers to be actively involved in children’s outdoor play. This study examined the views of current and prospective Kindergarten educators regarding the importance and utilization of outdoor play for fostering children’s learning and development in Greek preschool environments.

One-hundred current and one-hundred prospective Kindergarten educators completed questionnaires focusing on their views of outdoor play in Greek preschool environments. Individuals in both groups were randomly selected. The design of the study allowed a comparison between the views of teachers with practical experience implementing the curriculum and prospective teachers lacking such experience but having theoretical knowledge about the role of play in child development and the expectations outlined in the curriculum.

Questionnaire responses indicated that both current and future educators value outdoor play as an important contributor to children’s learning and development. There were some differences, however, between the two groups in terms of the importance they placed on outdoor play. “Current Kindergarten educators are slightly more knowledgeable than their prospective colleagues of the importance of outdoor play and its role towards children’s wholesome development and learning.” There were other differences between the two groups, as well. Both groups recognize various types of outdoor play and promote playing with raw materials (loose parts). However, the current educators were more likely than prospective educators to promote traditional play. Present Kindergarten educators generally do not organize outdoor play activities and do not encourage risk-taking play. Prospective Kindergarten educators, on the other hand, indicate that they would regularly organize outdoor play for educational purposes and that they would encourage risk-taking play. Current Kindergarten teachers reported that they rarely encourage students to be part of designing outdoor play spaces; prospective teachers suggested that they would do so frequently. Current educators were more likely to describe their role during outdoor play as observers, but that they would intervene in children’s play to ensure safety or to interrupt aggressive behaviors. Prospective educators, on the other hand, were more likely to describe their role in terms of encouragement and guidance.  Neither group of teachers tended to engage in the children's play.

This study shows that, in spite of Kindergarten educators in Greece recognizing the value of outdoor play for promoting children’s development and learning, they actually do little to take advantage of what the outdoor environment has to offer. This research “highlights the need for retraining Greek educators towards a better utilization of outdoor play and its incorporation into Kindergarten’s educational process.”