Some early childhood educators may need extended professional development to help them appreciate the value of nature-rich environments for young childrenThe benefits of engaging in natural play spaces outdoors are well documented, yet not all early childhood teachers appreciate the value of nature-rich environments for young children. This study addressed this concern by exploring whether teachers’ perceptions of natural outdoor learning environments were transformed through related professional learning experiences.
This research was conducted in Victoria, Australia with three educators working in an early childhood center with a newly designed natural outdoor learning environment. All three educators participated in a professional learning (PL) program extending over an 18-month period. The PL program was designed to promote the educators’ appreciation of the learning opportunities the natural environment created for the children. Researchers used interviews and focus group discussions to gain insights into the educators’ perceptions, pedagogical decision-making and practices relating to the naturalized outdoor learning environment.
When first interviewed after the play space had been redesigned and before the PL experience, the participating educators highlighted concerns about what the new outdoor space appeared to not provide (familiar or desirable features, such as places for traditional playground provisions and fixtures). They also expressed concerns about safety and supervision in the new outdoor space. They perceived the play and learning opportunities of the new space to be more limited than the original play space. Results of a focus group discussion held mid-way during the 18-month PL experience and interviews conducted after PL revealed a shift in the educators’ perceptions about the new outdoor space. Prior to PL, the educators’ comments indicated that they were trying “to superimpose their existing schemas of traditional early childhood playground provisions upon the unfamiliar terrain of the more naturalized outdoor learning environment.” A shift in thinking included a more encompassing view of active play, physical activity, and sensory-based learning. “After the PL, the educators were also able to reflect with clarity on the calming effects of the naturalized playscape.”
This study provides insights into how targeted professional learning can help educators understand the potential for learning in naturalized environment. Findings also show how PL can stimulate new thinking about pedagogical decision-making and practices in relation to outdoor teaching and learning.
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