Browsing by Author "Tapio, Ida"

Forest preschool refers to preschool education groups that spend at least four hours per day outdoors, typically in forests close to the kindergarten. In recent years, news about forest preschools have been very positive. At the same time, public discussion and news have raised concerns about kindergarten teachers' exhaustion at work. The purpose of this study is to find out how kindergarten teachers experience their well-being at work while working in forest preschools. In addition, the aim is to identify the factors that enhance, weaken and develop the well-being of kindergarten teachers working in forest preschools. Five forest preschool teachers from the Helsinki metropolitan area participated in the study. The data were collected by theme interviews. The data were analyzed by qualitative content analysis. Factors contributing to well-being at work were related to 1) the work community, 2) interaction, 3) professional skills, 4) structure, 5) forest as an environment and 6) forest as a support. In turn, the factors that impair well-being at work were related to 1) lack of time, 2) lack of structure, 3) lack of resources, 4) requirements, 5) additional work due to forest preschool and 6) physical load of forest preschool. Efforts were made to improve well-being at work through non-work factors such as hobbies, sports and close relationships. In addition, increasing resources for early childhood education and providing support were seen as means of improving the well-being of kindergarten teachers. Overall, forest education was generally seen as factor that enhanced well-being at work and occupational well-being was mostly weakened by other work characteristics.