The benefits of outdoor play are well documented, yet research on the pedagogical potential of outdoor play for very young children is limited. This study addressed this gap in the literature by analyzing the outdoor play experiences of two- and three-year-old children through the lens of the Portuguese Pedagogical Guidelines for 0–3-year-old children (PG 0–3). These guidelines are framed around three primary goals: (1) the development of a sense of security and positive self-esteem, (2) the development of curiosity and exploratory impetus, and (3) the development of social and communication skills. In addition to investigating the pedagogical potential of outdoor play relating to the three PG 0–3 goals, this study also sought to gain a deeper understanding of factors that contribute to positive outdoor play experiences in educational settings.
Data collection included observations of the outdoor play experiences of 14 children from a day-care center in Portugal and interviews with two professionals working with the children. The professionals were highly involved in the data collection process which spanned over a period of nine months. In addition to monitoring and recording the most important episodes outside, the early childhood teacher – on days when the researcher was not present -- also provided detailed descriptions of the outdoor happenings using an observation grid developed for this study. The observation grid focused on children's actions and interests, adult's role, and problems or difficulties related to going outside. The professionals and the researcher co-analyzed the data. This process included an exchange of opinions and ideas about how the outdoor environment was working for the children and what could be done to improve the outdoor play experiences. The professionals also participated in three interviews scheduled at the beginning, middle and end of the research. The interviews focused on the outdoor play experience and its perceived potential in relation to the achievement of the PG 0–3 educational goals.
The data showed that outdoor experiences can contribute to the achievement of educational goals for very young children. The outdoor environment provided rich opportunities for creative play, problem solving, experimentation, inquiry, dialogue and collaboration. Indicators relating to the development of a sense of security and positive self-esteem included children's expressions of enthusiasm, satisfaction, vitality, and pleasure, as well as in their behaviors demonstrating care of and respect for animals and plants. Indicators relating to the development of curiosity and the impetus to explore were especially evident as children interacted with water, soil/sand, plants, animals and loose materials. Indicators relating to the development of social and communication skills included cooperative play between the children, quality relationships between children and adults, and increased interest in writing and other forms of expression. Factors contributing to the achievement of educational goals included (a) supportive and positive relationships with adults and peers, (b) provision of proper equipment, and (3) contact with nature.
These findings highlight the potential of outdoor play for promoting the educational goals of two- and three-year-old children.
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