Outdoor Education in the Perception of Polish Preschool Teachers: A Focus Group Study

Keywords: preschool education, outdoor education, preschool teachers

Abstract

Objectives of the research: The aim of this study was to gather information about preschool teachers’ expectations and attitudes toward outdoor education in the context of shaping and improving the quality of education. The study sought to collect material that would address the following research questions: What does outdoor education mean to preschool teachers? How do preschool teachers implement outdoor activities? What are the challenges of outdoor education according to the surveyed teachers?

Research methods: The main research method used was a focus interview.

 A brief description of the context of the issue: Human beings are connected to nature, we are part of it, and we live and function thanks to it. From early childhood, the natural environment is the closest and most natural for humans, and thanks to our cognitive needs and childlike perceptiveness, we immerse ourselves in the world of nature spontaneously and with great interest. Preschool teachers should see meeting children’s need for curiosity and discovery of new knowledge as a challenge, and prioritize activities in this area. Furthermore, the natural environment, due to its resources, can be perceived as a workshop that teaches knowledge about the world, allows for developing children’s vocabulary and shaping new concepts. It also teaches humility, patience and understanding. The environment naturally enhances the activity of children who feel comfortable in nature.

Research findings: The importance of outdoor education in children’s development has been discussed for years. Unfortunately, as the results of the survey suggest, this does not convince teachers to move part of the educational process outdoors. Teachers list certain limitations and shortcomings as factors that prevent the implementation of this approach in Polish preschool institutions.

Conclusions and recommendations: The teachers participating in the focus groups recognize that the implementation of outdoor education activities in kindergartens is necessary, if not indispensable. They see outdoor education primarily as an opportunity for experience-based learning and connecting with nature. The teachers are sufficiently motivated to offer outdoor activities so that children can play and learn simultaneously. However, many see significant obstacles in the education system when planning outdoor learning experiences for their students. To make outdoor education more sustainable and integrated into preschool practices, it would be necessary to remove these barriers and provide support at all levels of the education system and society.

References

Blatt, E., & Patrick P. (2014). An Exploration of Pre-Service Teachers' Experiences in Outdoor ‘Places’ and Intentions for Teaching in the Outdoors. International Journal of Science Education, 36(13), 2243-2264. https://doi.org/10.1080/09500693.2014.918294

Bølling, M., Pfister, G. U., Mygind, E., & Nielsen, G. (2019). Education Outside the Classroom and Pupils’ Social Relations? A One-Year Quasi-Experiment. International Journal of Educational Research, 94, 29–41. https://doi.org/10.1016/j.ijer.2019.02.014

Council Recommendation of 22 May 2018 on key competences for lifelong learning ( 2018/C 189/01), https://eur-lex.europa.eu/legal-content/PL/TXT/PDF/?uri=CELEX:32018H0604(01)&from=en (access: 20.05.2023)

Deschamps, A., Scrutton, R., & Ayotte-Beaudet J-P. (2022). School-based Outdoor Education and Teacher Subjective Well-being: An Exploratory Study. Frontiers in Educiaton, 7, 961054. https://doi.org/10.3389/feduc.2022.961054

Donaldson, G. W., & Donaldson L. E. (2013). Outdoor Education a Definition. Journal of Health, Physical Education, Recreation, 29 (5), 17-63. https://doi.org/10.1080/00221473.1958.10630353

Ernst, J. (2014). Early Childhood Educators’ Use of Natural Outdoor Settings as Learning Environments: An Exploratory Study of Beliefs, Practices, and Barriers. Enviromental Education Researech, 20(6), 735–52. https://doi.org/10.1080/13504622.2013.833596).

Fägerstam, E. (2014). High School Teachers’ Experience of the Educational Potential of Outdoor Teaching and Learning. Journal of Adventure Education and Outdoor Learning, 14(1), 56-81. https://doi.org/10.1080/14729679.2013.769887

Gawlina, Z. (2001). Kształtowanie postawy czynnej ważnym celem wychowania [Shaping an active attitude is an important goal of education]. In Z. Gawlina (Ed.), Kształtowanie postaw czynnych i więzi środowiskowych [Shaping active attitudes and environmental ties] (pp. 9-23). Wydawnictwo Uniwersytetu Jagiellońskiego.

Gilbertson, K., Bates, T., Mclaughin, T., & Ewert, A. (2022). Outdoor Education: Methods and Strategies. Human Kinetics.

Jagodzińska, M & Strumińska-Doktór, A. (2019). Outdoor education wzmocnieniem realizacji zrównoważonego rozwoju [Outdoor education strengthens the implementation of sustainable development]. Studia Ecologiae et Bioethicae, 17(4), 55-67. https://doi.org/ 10.21697/seb.2019.17.4.06

Kernan, M., & Devine D. (2010). Being Confined within? Constructions of the Good Childhood and Outdoor Play in Early Childhood Education and Care Settings in Ireland. Children & Society, 24(5), 375-385. https://doi.org/10.1111/j.1099-0860.2009.00249.x

King’s College London. (2010, December). Beyond Barriers to Learning Outside the Classroom in Natural Environments. https://publications.naturalengland.org.uk/publication/4524600415223808

Klus-Stańska, D. (2002). Konstruowanie wiedzy w szkole [Constructing knowledge in school]. Wydawnictwo Uniwersytetu Warmińsko-Mazurskiego.

Leśny, A. (2014). Pedagogika przyrody – konteksty teoretyczne [Pedagogy of nature - theoretical contexts]. In A. Bąk, A. Leśny & E. Palamer-Kabacińska (Eds.), Przygoda w edukacji – edukacja w przygodzie [Adventure in education - education in adventure] (pp. 41-50). Fundacja Pracowania Nauki i Przygody.

Lochman, J.E. (2003). Commentary: School Contextual Influences on the Dissemination of Interventions. School Psychology Review, 32(2), 174-177. https://doi.org/10.1080/02796015.2003.12086190

Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., Sahlberg, P., Ward, K., Bentsen, P., Curry, C., & Cowper, R. (2022). Getting Out of the Classroom and Into Nature: A Systematic Review of Nature-Specific Outdoor Learning on School Children's Learning and Development. Frotniers in Public Health, 10, 877058. https://doi.org/10.3389/fpubh.2022.877058

Marchant, E., Todd, C., Cooksey, R., Dredge, S., Jones, H., Reynolds D., Stratton G., Dwyer R., Lyons R., Brophy S. (2019). Curriculum-based Outdoor Learning for Children Aged 9-11. A Qualitative Analysis of Pupils’ and Teachers’ Views. PLoS ONE, 14(5), e0212242. https://doi.org/10.1371/journal.pone.0212242

Michalak, R., & Parczewska, T. (2019). (Nie)obecność outdoor education w kształceniu szkolnym [The (non)presence of outdoor education in school education]. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej.

Parsons, K. J., & Traunter, J. (2020). Muddy Knees and Muddy Needs: Parents' Perceptions of Outdoor Learning. Children's Geographies, 18(6), 699-711. https://doi.org/10.1080/14733285.2019.1694637

Perlman, M., Bergeron, C., & Howe N. (2020, 10 maja). Scotland`s Outdoor Play Initiative has some Lesson for the Rest of the World. https://theconversation.com/scotlands-outdoor-play-initiative-has-some-lessons-for-the-rest-of-the-world-132429

Roszak, B. (2018). Edukacja outdoor w praktykach studenckich a rzeczywistość [Outdoor education in student internships and reality]. In E. Musiał & J. Malinowska (Eds.), Praktyki pedagogiczne przestrzenią i miejscem ewaluacji kompetencji przyszłych nauczycieli wczesnej edukacji. Koncepcje-przemiany-rozwiązania [Pedagogical practice as a space and place for evaluating the competences of future teachers of early childhood education. Concepts-transformations-solutions] (pp. 130-139). Instytut Pedagogiki Uniwersytetu Wrocławskiego.

Sabet, M. (2018). Current Trends and Tensions in Outdoor Education. BU Journal of Graduate Studies in Education, 10 (1), 12-16.

Sendecka, Z. (2017). Style uczenia się a koncepcja outdoor education w kształceniu przedszkolnym [Learning styles and the concept of outdoor education in preschool education]. Ośrodek Rozwoju Edukacji.

Strumińska-Doktór, A. & Doktór, D (2016). Atrakcyjność obszarów zielonych w dzielnicy Wola dla potrzeb wypoczynku nauczycieli i uczniów [Attractiveness of green areas in the Wola district for the needs of teachers and students' recreation]. Studia Ecologiae et Bioethicae, 14(3), 25-45.

Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated Criteria for Reporting Qualitative Research (COREQ): a 32-item Checklist for Interviews and Focus Groups. International Journal for Quality in Health Care, 19 (6), 349–357. https://doi.org/10.1093/intqhc/mzm042

Wholey, J.S., Hatry, H. P. & Newcomer K. E. (2010). Focus group interviewing. Handbook of practical program evaluation. Jossey-Bass.

Published
2023-12-30
How to Cite
Szczotka, M., & Szewczuk, K. (2023). Outdoor Education in the Perception of Polish Preschool Teachers: A Focus Group Study. Multidisciplinary Journal of School Education, 12(2 (24), 395-418. https://doi.org/10.35765/mjse.2023.1224.19