Early Childhood Teachers’ Support of Children’s Play in Nature-Based Outdoor Spaces—A Systematic Review
Early Childhood Education and Care (ECEC) places value and benefits on children’s play in nature-based outdoor spaces. However, there is a lack of knowledge regarding teachers’ support of play in environments with rugged terrains and natural materials. Therefore, this systematic review aims to locat...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-12-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/14/1/13 |
| _version_ | 1797344206287536128 |
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| author | Tor Mauritz Smedsrud Rasmus Kleppe Ragnhild Lenes Thomas Moser |
| author_facet | Tor Mauritz Smedsrud Rasmus Kleppe Ragnhild Lenes Thomas Moser |
| author_sort | Tor Mauritz Smedsrud |
| collection | DOAJ |
| description | Early Childhood Education and Care (ECEC) places value and benefits on children’s play in nature-based outdoor spaces. However, there is a lack of knowledge regarding teachers’ support of play in environments with rugged terrains and natural materials. Therefore, this systematic review aims to locate, present, and discuss research literature on how teachers in ECEC settings can support children’s play in nature-based outdoor spaces. According to the review, teachers’ support of children’s play was described in the literature as encouraging children’s free and unstructured play through facilitating actions addressing the children’s perspectives and the opportunities offered by the physical environment. Furthermore, teacher support was also described as teacher-led and teacher-guided interactions where teachers and children communicate or collaborate in playful situations. Differences and overlapping elements of types of teacher support are discussed, and implications for researchers, practitioners, and ECEC teacher education are provided. |
| first_indexed | 2024-03-08T10:59:57Z |
| format | Article |
| id | doaj.art-3983dce47468422dbb23cb72c4121c0f |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-08T10:59:57Z |
| publishDate | 2023-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-3983dce47468422dbb23cb72c4121c0f2024-01-26T16:08:31ZengMDPI AGEducation Sciences2227-71022023-12-011411310.3390/educsci14010013Early Childhood Teachers’ Support of Children’s Play in Nature-Based Outdoor Spaces—A Systematic ReviewTor Mauritz Smedsrud0Rasmus Kleppe1Ragnhild Lenes2Thomas Moser3Kanvas Foundation, 0179 Oslo, NorwayKanvas Foundation, 0179 Oslo, NorwayNorwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger, 4036 Stavanger, NorwayNorwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger, 4036 Stavanger, NorwayEarly Childhood Education and Care (ECEC) places value and benefits on children’s play in nature-based outdoor spaces. However, there is a lack of knowledge regarding teachers’ support of play in environments with rugged terrains and natural materials. Therefore, this systematic review aims to locate, present, and discuss research literature on how teachers in ECEC settings can support children’s play in nature-based outdoor spaces. According to the review, teachers’ support of children’s play was described in the literature as encouraging children’s free and unstructured play through facilitating actions addressing the children’s perspectives and the opportunities offered by the physical environment. Furthermore, teacher support was also described as teacher-led and teacher-guided interactions where teachers and children communicate or collaborate in playful situations. Differences and overlapping elements of types of teacher support are discussed, and implications for researchers, practitioners, and ECEC teacher education are provided.https://www.mdpi.com/2227-7102/14/1/13early childhood educationnature-based outdoor spacesnatural environmentsplaylearningchild development |
| spellingShingle | Tor Mauritz Smedsrud Rasmus Kleppe Ragnhild Lenes Thomas Moser Early Childhood Teachers’ Support of Children’s Play in Nature-Based Outdoor Spaces—A Systematic Review Education Sciences early childhood education nature-based outdoor spaces natural environments play learning child development |
| title | Early Childhood Teachers’ Support of Children’s Play in Nature-Based Outdoor Spaces—A Systematic Review |
| title_full | Early Childhood Teachers’ Support of Children’s Play in Nature-Based Outdoor Spaces—A Systematic Review |
| title_fullStr | Early Childhood Teachers’ Support of Children’s Play in Nature-Based Outdoor Spaces—A Systematic Review |
| title_full_unstemmed | Early Childhood Teachers’ Support of Children’s Play in Nature-Based Outdoor Spaces—A Systematic Review |
| title_short | Early Childhood Teachers’ Support of Children’s Play in Nature-Based Outdoor Spaces—A Systematic Review |
| title_sort | early childhood teachers support of children s play in nature based outdoor spaces a systematic review |
| topic | early childhood education nature-based outdoor spaces natural environments play learning child development |
| url | https://www.mdpi.com/2227-7102/14/1/13 |
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