Purpose
The study investigates how children play outdoors, both in nature and in the kindergarten's outdoor area. The goal was to see how the different places affected how children played and interacted with others. The researcher also wanted to understand how children learn and develop when they play, and how the environment, the things they use, and who they play with affect them. The research question is: How do play areas in nature create conditions for children's play and social relations in relation to kindergarten playgrounds?
Result
The results indicate that nature provides better and more inclusive conditions for children's play and social interaction compared to the playground in kindergarten. Nature gives children more room for creativity, and adults have more time and fewer tasks in nature, which supports children's development and cultural formation. The study highlights the importance of giving children time to play in nature with guidance from qualified educators to promote their social relationships, learning and development.
Design
The study was conducted in an outdoor kindergarten in Western Norway with 90 children aged from one to six. The pedagogy was based on Norwegian values with connection to nature and active outdoor life. A four-year-old boy and his participation in social play with other children, both in nature and in the playground, were the main focus of the analyses. The observations also included five other four-year-olds. Data were collected through four hours of video documentation and three interviews with kindergarten teachers who worked with the children.
References
Sørensen, H. V. (2021). "Children’s Play and Social Relations in Nature and Kindergarten Playgrounds: Examples from Norway". I Grindheim, L. T., Sørensen, H. V., Rekers, A. (red.): International Perspectives on Early Childhood Education and Development 34, Outdoor Learning and Play, Pedagogical Practices and Childrenʹs Cultural Formation. Springer. (s. 79-93).