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Views of Teachers and Headteachers about Outdoor Learning in Pre-School Education Institutions in Turkey and England

Year 2023, Volume: 12 Issue: 3, 1412 - 1434, 30.09.2023
https://doi.org/10.15869/itobiad.1268058

Abstract

In the study, it is aimed to determine the views and experiences in outdoor learning of preschool teachers and headteachers in preschool institutions in Turkey and England with phenomenological research. The data was collected by interview forms which consisted of open-ended questions. Teachers, and head teachers in preschool institutions were interviewed both in Turkey and England. The study group determined 9 headteachers and 9 teachers from 6 school in Turkey and England.
As a result, according to views of headteachers and teachers school gardens, equipment, and spent time outside are insufficient in Turkey unlike in England. It is seen that family participation in outdoor learning is more common in Turkey. However, in Turkey, teachers and headteachers feel more family pressure. These pressures arise from situations such as the safety of their children, the fact that they are sick and their clothes are dirty. The fact that teachers are alone in the classroom without help also makes teachers feel anxious about the safety of children in outdoor learning activities. Teachers in both countries emphasized the positive effects of outdoor learning in terms of learning, children and teachers. On the other hand, teachers and headteachers in Turkey also mentioned the negative effects of outdoor learning in the context of child, teacher and program. It is seen that the subject of outdoor learning is not sufficiently included in vocational education and in-service trainings in both countries.
Physical facilities can be developed in Turkey. Parent’s education, teacher assistant, and economic supports will be effective in overcoming the obstacles with outdoor learning in Turkey. In both countries, teacher training programs should more include outdoor learning topics and teachers should be supported with in-service training.

Supporting Institution

This study was supported by TÜBİTAK 2219 Post-Doctoral Research Program

Project Number

1059B191801123

References

  • Alat, Z., Akgümüş, Ö., & Cavalı, D. (2012). Outdoor activities: Early childhood teachers’ beliefs and practices”, Mersin University Journal of the Faculty of Education, 8(3), 47-62.
  • Allin, L., West, A., & Curry, S. (2014). Mother and child constructions of risk in outdoor play. Leisure Studies, 33(6), 644-657.
  • Ayvallı, M., & Şimşek, E. E. (2020). Okul öncesi öğretmen adaylarının sınıf içi uygulamalarında yer verdikleri etkinlik türlerinin sıralama yargıları kanunuyla ölçeklenmesi. [To scale with rank-order judgements of the types of activities planned by pre-school teacher candidates in the scope of ın-class practices] Eğitim ve Yeni Yaklaşımlar Dergisi, 3(1), 1-15.
  • Bailey, R.E. (2003). Evaluating the relationship between physical education, sport and social inclusion, Educational Review, 57(1), 71-90.
  • Berland, E. (2016). Dirt is good. Unilever.
  • Bilton, H. (2004). Playing outside: Activities, ideas and inspiration for the early years. London: David Fulton Publishers.
  • Blanchet-Cohen, N., & Elliot, E. (2011). Young children and educators engagement and learning outdoors: A basis for rights-based programming. Early Education & Development, 22(5), 757-777.
  • Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting free play in young children: Looking beyond fitness and fatness to attention, affiliation, and affect. Archives of Pediatrics and Adolescent Medicine, 159, 46-50.
  • Bradley, L. K. (1995). Tierra Buena: The creation of an urban wildlife habitat in an elementary school in the inner city. Children’s Environments, 245-249.
  • Chakravarthi, S., Hatfield, B., & Hestenes, L. (2009). Preschool teachers’ beliefs of outdoor play and outdoor environments: preliminary psychometric properties and implications for practice. In Poster presentation at the 2009 American Educational Research Association Annual Meeting, San Diego, CA.
  • Çelik, A. (2012). Okul öncesi eğitim kurumlarında açık alan kullanımı: Kocaeli örneği. [The Use of open space in the preschool education institutions: Kocaeli sample] Atatürk Üniversitesi Ziraat Fakültesi Dergisi, 43(1), 79-88.
  • Davies, M. M. (1996). Outdoors: An important context for young children’s development, Early Child Development & Care, 115, 37-49.
  • Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its influence on children’s outdoor play. Journal of Outdoor and Environmental Education, 15(2), 24-35.
  • DCSF (2008). Statutory framework for the early years foundation stage. Nottingham: Department Children Schools and Families.
  • DCELLS (2008). Foundation phase: Framework for children’s learning for 3‐ to 7‐year‐olds in Wales. http://gov.wales/docs/dcells/publications/141111-framework-for-childrens-learning-for-3-to-7-year-olds-en.pdf.
  • Dillon, J., Morris, M., O’Donnell, L., Rickinson, M., & Scott, W. (2005). Engaging and learning with the outdoors. National Foundation for Educational Research. https://www.nfer.ac.uk/publications/OCR01/OCR01.pdf.
  • Early Years Foundation Stage (EFYS). 2012. Getting ready for the revised eyfs-learning enviroment. https://www.foundationyears.org.uk/2012/03/getting-ready-for-the-revised-eyfs-learning-enviroment/.
  • Erdem, D. (2018). Kindergarten teachers’ views about outdoor activities. Journal of education and learning, 7(3), 203-218.
  • Ernst, J. (2014). Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers. Environmental Education Research, 20(6), 735-752.
  • Fjørtoft, I. (2001). The natural environment as a playground for children: the impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29(2), 111-117.
  • Ford, P. (1986). Outdoor education: Definition and philosophy. Retrieved from https://files.eric.ed.gov/fulltext/ED267941.pdf
  • Güler, B. İ., & Demir, E. (2016). Okul öncesi öğretmenlerinin riskli oyunlara yönelik görüş ve algıları. [Opinions and perceptions of preschool teachers towards risky play] Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17(02), 97-118.
  • Güngör, C. , & Göloğlu Demir, C. (2022). Okul öncesi öğretmenlerinin okul dışı öğrenme faaliyetlerine yönelik görüşlerinin incelenmesi. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 24(1), 15-30.
  • Higgins, P., & Nicol, R. (2002). Outdoor learning in theory and practice. Outdoor Educatıon, 3.
  • Hunter, J., Syversen, K. B., Graves, C., & Bodensteiner, A. (2020). Balancing outdoor learning and play: Adult perspectives of teacher roles and practice in an outdoor classroom. International Journal of Early Childhood Environmental Education, 7(2), 34-50.
  • Ihmeideh, F. M., & Al-Qaryouti, I. A. (2016). Exploring kindergarten teachers’ views and roles regarding children’s outdoor play environments in Oman. Early Years, 36(1), 81-96.
  • NAEE (2021). National association for environmental education (UK). Environmental Education, 127.
  • Karaküçük, S. A. (2008). Okul öncesi eğitim kurumlarında fiziksel/mekansal koşulların incelenmesi: Sivas ili örneği. Journal of Social Sciences, 32(2).
  • Karatekin, K., & Çetinkaya, G. (2013). Okul bahçelerinin çevre eğitimi açısından değerlendirilmesi (Manisa ili örneği). [Evaluatıon of school gardens ın terms of envıronmental educatıon (Manisa provınce sample)] Journal of International Social Research, 6(27).
  • Kernan, M. (2010). Space and place as a source of belonging and participation in urban environments: Considering the role of early childhood education and care settings. European Early Childhood Education Research Journal, 18(2), 199-213.
  • Kos, M., & Jerman, J. (2013). Provisions for outdoor play and learning in Slovene preschools. Journal of Adventure Education & Outdoor Learning, 13(3), 189-205.
  • Leather, M. (2018). Outdoor education in the national curriculum: The shifting sands in formal education. In P. Becker, C. Loynes, B. Humberstone, & J. Schirp (Ed.), The changing world of the outdoors (pp. 179–193). Oxford: Routledge.
  • Lester, S. (1999). An Introduction to Phenomenological Research. Taunton UK, Stan Lester Developments. www.sld.demon.co.uk/resmethy.pdf.
  • Mart, M., & Bilton, H. (2014). A comparison of the perceptions of English and Turkish early years/kindergarten teachers to outdoor learning. The Black Sea Journal of Social Science, 6 (10), 289-308.
  • Marton, F. (2001). Phenomenography: A research approach to investigating different understandings of reality. In Sherman, R. R., Webb, R. B (Ed.) Qualitative Research in Education: Focus and Methods (pp. 141- 161) London: Routledge.
  • Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity?. Early years, 27(3), 255-265.
  • Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of play equipment and loose parts on preschool children’s outdoor play behavior: An observational study and design intervention. Children Youth and Environments, 18(2), 36-63.
  • McClintic, S., & Petty, K. (2015). Exploring early childhood teachers’ beliefs and practices about preschool outdoor play: A qualitative study. Journal of early childhood teacher education, 36(1), 24-43.
  • Ministry of National Education (MoNE) (2013). Pre-school education programme. Retrieved from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • O’Brien, L., & Murray, R. (2007). Forest School and its impacts on young children: Case studies in Britain. Urban Forestry & Urban Greening, 6(4), 249-265.
  • O’Donnell, L., Morris, M., & Wilson, R. (2006). Education outside the classroom: An assessment of activity and practice in schools and local authorities. Nottingham: Department for Education and Skills.
  • Offıce for Standards in Education (OFSTED) 2004. Outdoor Education: Aspects of Good Practice. Retrieved from http://www.docs.hss.ed.ac.uk/education/outdoored/ofsted_oe_report_2004.pdf
  • Ouvry, M. (2003). Exercising muscles and minds: Outdoor play and the early years curriculum. London: National Children’s Bureau.
  • Özdemir, A., & Yılmaz, O. (2009). İlköğretim okulları bahçelerinin çocuk gelişimi ve sağlıklı yaşam üzerine etkilerinin incelenmesi [Investigation of the effects of primary school gardens on child development and healthy living] Milli Eğitim, 38(181), 121-130.
  • Özkan, B., & Girgin, F. (2014). Okul öncesi öğretmenlerinin görsel sanat etkinliği uygulamalarını değerlendirmesi. Electronic Journal of Vocational Colleges, 4(4), 79-85.
  • Perry, J. P. (2001). Outdoor Play: Teaching Strategies with Young Children. New York: Teachers College Press.
  • Renick, S. E. (2009). Exploring early childhood teachers’ beliefs and practices about preschool outdoor play: A case study (Doctoral dissertation). Retrieved from https://www.proquest.com/openview/c1c63bdc4ffb17445717acbf1702721d/1?pq-origsite=gscholar&cbl=18750
  • Sicim Sevim B., & Bapoğlu Dümenci S.S., (2020). Çocukların riskli oyunla ilgili algıları ile ebeveyn tutumları arasındaki ilişkinin incelenmesi [Exploring relationship between children’s perception of risky play and parents’ attitudes] Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi,5(1), 1-15.
  • Studer, M. L. (1998). Developing on outdoor classroom: Blending classroom curriculum & outdoor play space. Texas Child Care, 12-19.
  • Şişman, E. E., & Gültürk, P. (2011). İlköğretim okul bahçelerinin peyzaj planlama ve tasarım ilkeleri açısından incelenmesi: Tekirdağ örneği [A research on primary schoolyards in terms of landscape planing and design: tekirdag] Tekirdağ Ziraat Fakültesi Dergisi, 8(3), 53-60.
  • Thomas, F., & Harding, S. (2011). The role of play: Play outdoors as the medium and mechanism for well-being, learning and development. In J. White (Ed.), Outdoor provision in the early years (pp. 12-22). London, England: Sage.
  • Tuuling, L., Õun, T., & Ugaste, A. (2019). Teachers’ opinions on utilizing outdoor learning in the preschools of Estonia. Journal of Adventure Education and Outdoor Learning, 19(4), 358-370.
  • Ünal, F. (2018). Okul öncesi öğretmenlerinin çocukların sanat çalışmalarını değerlendirmesi [Assessment of children’s artworks by preschool teachers] Uluslararası Disiplinlerarası ve Kültürlerarası Sanat, 3(4).
  • Waller, T. (Ed.). (2009). Outdoor play and learning. An Introduction to Early Childhood. London: SAGE Publications Ltd.
  • Wellhousen, K. (2002). Outdoor play, every day: Innovative play concepts for early childhood. Albany, NY: Delmar/Thomson Learning.
  • White, R. (2004). Young children’s relationship with nature: Its importance to children’s development & the earth’s future. White Hutchinson Leisure & Learning Group. http://www.whitehutchinson.com/children/articles/childrennature.shtml.
  • White, J. (2008). Playing and Learning Outdoors: Making Provision for High-Quality Experiences in the Outdoor Environment. New York: Routledge.
  • Wilson, R. (2008). Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments. New York: Routledge.
  • Yalçın, F., & Erden, F. T. (2021). A cross-cultural study on outdoor play: teachers’ beliefs and practices. Eğitim ve Bilim, 46(206).
  • Yılmaz, S., (1995). Erzurum kenti okul bahçelerinin peyzaj mimarlığı ilkeleri yönünden incelenmesi [A research on the school gardens Erzurum in terms of principles of landscape architecture] Atatürk Üniversitesi. Ziraat Fakültesi Dergisi, 26, 537-547.

Türkiye ve İngiltere’deki Okul Öncesi Eğitim Kurumlarında Açık Alanda Öğrenmeye İlişkin Öğretmen ve Okul Müdürlerinin Görüşleri

Year 2023, Volume: 12 Issue: 3, 1412 - 1434, 30.09.2023
https://doi.org/10.15869/itobiad.1268058

Abstract

Araştırmada, Türkiye ve İngiltere’deki okul öncesi kurumlarda görev yapan okul öncesi öğretmenlerinin ve okul müdürlerinin açık alanda öğrenme konusundaki görüş ve deneyimlerinin fenomenolojik araştırmayla belirlenmesi amaçlanmıştır. Veriler, açık uçlu sorulardan oluşan görüşme formları ile toplanmıştır. Türkiye’de ve İngiltere’de okul öncesi eğitim kurumlarında görev yapan öğretmenler ve okul müdürleri ile görüşmeler yapılmıştır. Çalışma grubunu, Türkiye ve İngiltere’deki 6 okuldan, 9 okul müdürü ve 9 öğretmen oluşturmuştur.
Sonuç olarak, okul müdürleri ve öğretmenlerin görüşlerine göre Türkiye’de İngiltere’den farklı olarak okul bahçeleri, araç-gereçler ve dışarıda geçirilen zaman yetersizdir. Türkiye’de açık alan etkinliklerine aile katılımının daha çok olduğu görülmektedir. Ancak Türkiye’de öğretmen ve okul müdürleri aile baskısını daha çok hissetmektedirler. Bu baskılar, çocuklarının güvenliği, hasta olmaları ve üstlerinin kirlenmeleri gibi durumlardan kaynaklanmaktadır. Öğretmenlerin sınıfta yalnız ve yardımsız olması, okul dışı öğrenme etkinliklerinde çocukların güvenliği konusunda öğretmenlerin kaygı duymasına neden olmaktadır. Her iki ülkedeki öğretmenler açık alan etkinliklerinin öğrenme, çocuk ve öğretmen bağlamında olumlu etkilerine vurgu yapmışlardır. Ancak Türkiye’deki öğretmen ve müdürler açık alan etkinliklerinin çocuk, öğretmen ve program bağlamında olumsuz etkilerine de değinmişlerdir. Her iki ülkedeki mesleki eğitim ve hizmet içi eğitimlerde açık alanda öğrenme konusuna yeterince yer verilmediği görülmektedir.
Türkiye’de fiziki imkanlar geliştirilebilir. Türkiye’de açık alanda öğrenme ile engellerin aşılmasında veli eğitimi, öğretmen yardımcısı ve ekonomik destekler etkili olacaktır. Her iki ülkede öğretmen yetiştirme programlarında açık alanda öğrenme konularına daha fazla yer verilmeli ve öğretmenler hizmet içi eğitimlerle desteklenmelidir.

Project Number

1059B191801123

References

  • Alat, Z., Akgümüş, Ö., & Cavalı, D. (2012). Outdoor activities: Early childhood teachers’ beliefs and practices”, Mersin University Journal of the Faculty of Education, 8(3), 47-62.
  • Allin, L., West, A., & Curry, S. (2014). Mother and child constructions of risk in outdoor play. Leisure Studies, 33(6), 644-657.
  • Ayvallı, M., & Şimşek, E. E. (2020). Okul öncesi öğretmen adaylarının sınıf içi uygulamalarında yer verdikleri etkinlik türlerinin sıralama yargıları kanunuyla ölçeklenmesi. [To scale with rank-order judgements of the types of activities planned by pre-school teacher candidates in the scope of ın-class practices] Eğitim ve Yeni Yaklaşımlar Dergisi, 3(1), 1-15.
  • Bailey, R.E. (2003). Evaluating the relationship between physical education, sport and social inclusion, Educational Review, 57(1), 71-90.
  • Berland, E. (2016). Dirt is good. Unilever.
  • Bilton, H. (2004). Playing outside: Activities, ideas and inspiration for the early years. London: David Fulton Publishers.
  • Blanchet-Cohen, N., & Elliot, E. (2011). Young children and educators engagement and learning outdoors: A basis for rights-based programming. Early Education & Development, 22(5), 757-777.
  • Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting free play in young children: Looking beyond fitness and fatness to attention, affiliation, and affect. Archives of Pediatrics and Adolescent Medicine, 159, 46-50.
  • Bradley, L. K. (1995). Tierra Buena: The creation of an urban wildlife habitat in an elementary school in the inner city. Children’s Environments, 245-249.
  • Chakravarthi, S., Hatfield, B., & Hestenes, L. (2009). Preschool teachers’ beliefs of outdoor play and outdoor environments: preliminary psychometric properties and implications for practice. In Poster presentation at the 2009 American Educational Research Association Annual Meeting, San Diego, CA.
  • Çelik, A. (2012). Okul öncesi eğitim kurumlarında açık alan kullanımı: Kocaeli örneği. [The Use of open space in the preschool education institutions: Kocaeli sample] Atatürk Üniversitesi Ziraat Fakültesi Dergisi, 43(1), 79-88.
  • Davies, M. M. (1996). Outdoors: An important context for young children’s development, Early Child Development & Care, 115, 37-49.
  • Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its influence on children’s outdoor play. Journal of Outdoor and Environmental Education, 15(2), 24-35.
  • DCSF (2008). Statutory framework for the early years foundation stage. Nottingham: Department Children Schools and Families.
  • DCELLS (2008). Foundation phase: Framework for children’s learning for 3‐ to 7‐year‐olds in Wales. http://gov.wales/docs/dcells/publications/141111-framework-for-childrens-learning-for-3-to-7-year-olds-en.pdf.
  • Dillon, J., Morris, M., O’Donnell, L., Rickinson, M., & Scott, W. (2005). Engaging and learning with the outdoors. National Foundation for Educational Research. https://www.nfer.ac.uk/publications/OCR01/OCR01.pdf.
  • Early Years Foundation Stage (EFYS). 2012. Getting ready for the revised eyfs-learning enviroment. https://www.foundationyears.org.uk/2012/03/getting-ready-for-the-revised-eyfs-learning-enviroment/.
  • Erdem, D. (2018). Kindergarten teachers’ views about outdoor activities. Journal of education and learning, 7(3), 203-218.
  • Ernst, J. (2014). Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers. Environmental Education Research, 20(6), 735-752.
  • Fjørtoft, I. (2001). The natural environment as a playground for children: the impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29(2), 111-117.
  • Ford, P. (1986). Outdoor education: Definition and philosophy. Retrieved from https://files.eric.ed.gov/fulltext/ED267941.pdf
  • Güler, B. İ., & Demir, E. (2016). Okul öncesi öğretmenlerinin riskli oyunlara yönelik görüş ve algıları. [Opinions and perceptions of preschool teachers towards risky play] Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17(02), 97-118.
  • Güngör, C. , & Göloğlu Demir, C. (2022). Okul öncesi öğretmenlerinin okul dışı öğrenme faaliyetlerine yönelik görüşlerinin incelenmesi. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 24(1), 15-30.
  • Higgins, P., & Nicol, R. (2002). Outdoor learning in theory and practice. Outdoor Educatıon, 3.
  • Hunter, J., Syversen, K. B., Graves, C., & Bodensteiner, A. (2020). Balancing outdoor learning and play: Adult perspectives of teacher roles and practice in an outdoor classroom. International Journal of Early Childhood Environmental Education, 7(2), 34-50.
  • Ihmeideh, F. M., & Al-Qaryouti, I. A. (2016). Exploring kindergarten teachers’ views and roles regarding children’s outdoor play environments in Oman. Early Years, 36(1), 81-96.
  • NAEE (2021). National association for environmental education (UK). Environmental Education, 127.
  • Karaküçük, S. A. (2008). Okul öncesi eğitim kurumlarında fiziksel/mekansal koşulların incelenmesi: Sivas ili örneği. Journal of Social Sciences, 32(2).
  • Karatekin, K., & Çetinkaya, G. (2013). Okul bahçelerinin çevre eğitimi açısından değerlendirilmesi (Manisa ili örneği). [Evaluatıon of school gardens ın terms of envıronmental educatıon (Manisa provınce sample)] Journal of International Social Research, 6(27).
  • Kernan, M. (2010). Space and place as a source of belonging and participation in urban environments: Considering the role of early childhood education and care settings. European Early Childhood Education Research Journal, 18(2), 199-213.
  • Kos, M., & Jerman, J. (2013). Provisions for outdoor play and learning in Slovene preschools. Journal of Adventure Education & Outdoor Learning, 13(3), 189-205.
  • Leather, M. (2018). Outdoor education in the national curriculum: The shifting sands in formal education. In P. Becker, C. Loynes, B. Humberstone, & J. Schirp (Ed.), The changing world of the outdoors (pp. 179–193). Oxford: Routledge.
  • Lester, S. (1999). An Introduction to Phenomenological Research. Taunton UK, Stan Lester Developments. www.sld.demon.co.uk/resmethy.pdf.
  • Mart, M., & Bilton, H. (2014). A comparison of the perceptions of English and Turkish early years/kindergarten teachers to outdoor learning. The Black Sea Journal of Social Science, 6 (10), 289-308.
  • Marton, F. (2001). Phenomenography: A research approach to investigating different understandings of reality. In Sherman, R. R., Webb, R. B (Ed.) Qualitative Research in Education: Focus and Methods (pp. 141- 161) London: Routledge.
  • Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity?. Early years, 27(3), 255-265.
  • Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of play equipment and loose parts on preschool children’s outdoor play behavior: An observational study and design intervention. Children Youth and Environments, 18(2), 36-63.
  • McClintic, S., & Petty, K. (2015). Exploring early childhood teachers’ beliefs and practices about preschool outdoor play: A qualitative study. Journal of early childhood teacher education, 36(1), 24-43.
  • Ministry of National Education (MoNE) (2013). Pre-school education programme. Retrieved from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • O’Brien, L., & Murray, R. (2007). Forest School and its impacts on young children: Case studies in Britain. Urban Forestry & Urban Greening, 6(4), 249-265.
  • O’Donnell, L., Morris, M., & Wilson, R. (2006). Education outside the classroom: An assessment of activity and practice in schools and local authorities. Nottingham: Department for Education and Skills.
  • Offıce for Standards in Education (OFSTED) 2004. Outdoor Education: Aspects of Good Practice. Retrieved from http://www.docs.hss.ed.ac.uk/education/outdoored/ofsted_oe_report_2004.pdf
  • Ouvry, M. (2003). Exercising muscles and minds: Outdoor play and the early years curriculum. London: National Children’s Bureau.
  • Özdemir, A., & Yılmaz, O. (2009). İlköğretim okulları bahçelerinin çocuk gelişimi ve sağlıklı yaşam üzerine etkilerinin incelenmesi [Investigation of the effects of primary school gardens on child development and healthy living] Milli Eğitim, 38(181), 121-130.
  • Özkan, B., & Girgin, F. (2014). Okul öncesi öğretmenlerinin görsel sanat etkinliği uygulamalarını değerlendirmesi. Electronic Journal of Vocational Colleges, 4(4), 79-85.
  • Perry, J. P. (2001). Outdoor Play: Teaching Strategies with Young Children. New York: Teachers College Press.
  • Renick, S. E. (2009). Exploring early childhood teachers’ beliefs and practices about preschool outdoor play: A case study (Doctoral dissertation). Retrieved from https://www.proquest.com/openview/c1c63bdc4ffb17445717acbf1702721d/1?pq-origsite=gscholar&cbl=18750
  • Sicim Sevim B., & Bapoğlu Dümenci S.S., (2020). Çocukların riskli oyunla ilgili algıları ile ebeveyn tutumları arasındaki ilişkinin incelenmesi [Exploring relationship between children’s perception of risky play and parents’ attitudes] Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi,5(1), 1-15.
  • Studer, M. L. (1998). Developing on outdoor classroom: Blending classroom curriculum & outdoor play space. Texas Child Care, 12-19.
  • Şişman, E. E., & Gültürk, P. (2011). İlköğretim okul bahçelerinin peyzaj planlama ve tasarım ilkeleri açısından incelenmesi: Tekirdağ örneği [A research on primary schoolyards in terms of landscape planing and design: tekirdag] Tekirdağ Ziraat Fakültesi Dergisi, 8(3), 53-60.
  • Thomas, F., & Harding, S. (2011). The role of play: Play outdoors as the medium and mechanism for well-being, learning and development. In J. White (Ed.), Outdoor provision in the early years (pp. 12-22). London, England: Sage.
  • Tuuling, L., Õun, T., & Ugaste, A. (2019). Teachers’ opinions on utilizing outdoor learning in the preschools of Estonia. Journal of Adventure Education and Outdoor Learning, 19(4), 358-370.
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Ayşe Öztürk Samur 0000-0003-1976-3078

Paulette Luff 0000-0002-5211-1162

Project Number 1059B191801123
Early Pub Date September 21, 2023
Publication Date September 30, 2023
Published in Issue Year 2023 Volume: 12 Issue: 3

Cite

APA Öztürk Samur, A., & Luff, P. (2023). Views of Teachers and Headteachers about Outdoor Learning in Pre-School Education Institutions in Turkey and England. İnsan Ve Toplum Bilimleri Araştırmaları Dergisi, 12(3), 1412-1434. https://doi.org/10.15869/itobiad.1268058

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