Browsing by Subject "ulkoympäristö"

Previous studies have shown that outdoor activities are important for the child and outdoor environment is in many ways an ideal early childhood education environment. However the appreciation of outdoor playing has gone through inflation in small children's education. The emphasis on safety risks has made playgrounds plain and educators cautious. Children spend the free time more and more inside at the expense of the outdoor activities. It has been speculated that the children's healthy growth and development are at risk as a result of these social changes. Against this background, it is important to consider outdoor activities carried out in institutional early childhood education from the point of view of pedagogy. Day care staff is responsible for the well-being of children, the promotion of development and learning. Studies have given an indication that pedagogical knowledge is not used outside as it could be. The purpose of this study is to analyze the meanings of children's outdoor life and outdoor environment given by the kindergarten teachers, as well as the role of an adult during outdoor supervision. The goal is to survey good practices in promoting outdoor pedagogy. The research method used was theme interview with video tapings. The research environment was municipal day-care center. Outdoor activities was taped on video in the yard of the day-care center. Four kindergarten teachers was interviewed using semi-structured interview frame and video clips. Interview data was analyzed according to the principles of content analysis. Outdoor activities were seen as a vital part of the day and outdoor environment was seen as a good pedagogical environment. However it was felt that in reality the pedagogical skills is not often used outdoors. Safety and control was seen as specific tasks for adults related to outdoor activities. However, this important role was seen also as a limitation for the pedagogical usage of outdoor environment and children's freedom. Outdoor Environment provides a good ground for play, sports, exploration and interaction between children as well as between adult and child. Children's learning is holistic and adults should have similar roles outdoors than inside. Teaching and educational staff commitment to their work and a shared vision of the work community can promote outdoor pedagogy and change courtyard control culture.