Experiences of teachers after training on outdoor education in early childhood

ABSTRACT

This study aims to understand the experiences of preschool teachers’ outdoor education experiences in their curriculum after taking the Outdoor Education in Early Childhood Course. In this qualitative study, grounded theory was applied to analyzing data that were collected through an open-ended form and individual and focus group interviews. Results consisted of a main category, namely change in the quantity and content of outdoor education. According to the results, the teachers’ experiences changed to increase and enrich OE. The study revealed that improving the quantity and content of outdoor education by teachers leads to improvement in three interrelated categories: change in pedagogical approach, personal development, and children’s development. These categories are development in coping with obstacles, risky play approach, communication style with children, child-centered practices, self-efficacy, emotional self-regulation, motivation to teach, problem-solving skills, and holistic development of children. Furthermore, all these developments function as mutually reinforcing factors.

KEYWORDS:

• Outdoor education
• preschool teachers
• teacher training course
• grounded theory

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Nilgün Cevher Kalburan

Nilgün Cevher Kalburan is an associate professor in Early Childhood Education Department at Educational Faculty at Pamukkale University in Denizli, Türkiye. Her research interests mainly include environmental education, playgrounds, and risky play.