Valuing the outdoor and innovating pedagogical practices in early childhood education
DOI:
https://doi.org/10.35362/rie72037Keywords:
Outdoor spaces; play; pedagogical innovation; early childhood education.Abstract
Outdoor spaces in educational settings in Portugal are given little investment, exhibiting a reduced and standardized supply of stimulus. As the pedagogical practices are still focused on what happens inside the classroom, it’s important to change this situation. We describe a process of transforming pedagogical knowledge and practices about outdoor play, in a Portuguese early childhood setting. The theoretical framework relates to professional development research and children’s learning in the outdoors, considering that teachers are indispensable agents for educational change.
Using a collaborative action-research approach, five early childhood teachers were challenged to innovate their practices, by observing and analysing children in the outdoors. In team meetings data collected was shared and discussed and different challenges and tasks were worked out throughout the school year.
The project created a connection between research and changing practices, essential to introduce learning dynamics in professional settings. Early childhood teachers considered they had gain a new perspective about the importance of outdoor play and some changes have occurred. However, the majority states that they don’t feel so secure about their role outside, as they feel inside. We conclude about difficulties in transforming rooted
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