Outdoor Learning Environment for Early Science and Physical Education
DOI:
https://doi.org/10.55707/ds-po.v41i2.183Keywords:
preschool education, outdoor learning, cross-curricular integration, science education, physical activity, preschool educatorsAbstract
Outdoor learning contributes to the holistic development of children, but it is implemented less frequently than expected in kindergartens. This study examined the implementation of outdoor learning in Slovenian kindergartens and the attitudes of 108 preschool teachers. The challenges and practices in relation to the cross-curricular integration of science and physical activity were analysed. The results show that preschool teachers attached great importance to outdoor learning, with the season strongly influencing the extent of activities. Most activities are carried out in kindergarten playgrounds as well as in grassy or forested areas. Cross-curricular outdoor activities are more frequently planned by teachers with greater experience and higher levels of education. Among science-related topics, weather phenomena and living world predominate, while in the field of physical activity, the focus is on developing coordination, balance, and basic movement patterns. Teachers face barriers such as ensuring safety, time constraints, weather conditions, lack of appropriate equipment, and natural environment accessibility. Differences in the implementation of outdoor learning are evident with respect to years of service, education level, and kindergarten environment. The study highlights the need for further professional training to enhance the quality of outdoor learning.
References
1. Aadland, E. in Johannessen, K. (2015). Agreement of objectively measured physical activity and sedentary time in preschool children. Preventive Medicine Reports, 21(2), 635–639. https://doi.org/10.1016/j.pmedr.2015.07.009
2. Änggård, E. (2010). Making use of “nature” in an outdoor preschool: Classroom, home and fairyland. Children, Youth and Environments, 20(1), 4–25. https://www.jstor.org/stable/10.7721/chilyoutenvi.20.1.0004
3. Barbosa, S. C., Coledam D. H., Stabelini Neto A., Elias R. G. in Oliveira A. R. (2016). School environment, sedentary behavior and physical activity in preschool children. Revista Paulista de Pediatria, 34(3), 301–308. https://doi.org/10.1016/j.rpped.2016.01.001
4. Bilton, H. (2020). Values stop play? Teachers’ attitudes to the early years outdoor environment. Early Child Development and Care, 190(1), 12–20. https://doi.org/10.1080/03004430.2019.1653548
5. Boldemann, C., Blennow, M., Dal, H., Mårtensson, F., Raustorp, A., Yuen, K. in Wester, U. (2006). Impact of pre-school environment upon children's physical activity and sun exposure. Preventive Medicine, 42(4), 301–308. https://doi.org/10.1016/j.ypmed.2005.12.006
6. Božič, P., Simčič, B. in Kocjan, A. (2025). Vpliv gibalne (ne)aktivnosti vzgojiteljev na izvedbo gibalne dejavnosti v vrtcu. Didactica Slovenica – Pedagoška obzorja, 40(3-4), 3–15. https://doi.org/10.55707/ds-po.v40i3-4.196
7. Carson, V., Lee, E-Y., Hesketh, K. D., Hunter, S., Kuzik, N., Predy, M., Rhodes, R. E., Rinaldi, C. M., Spence, J. C. in Hinkley, T. (2019). Physical activity and sedentary behavior across three time-points and associations with social skills in early childhood. BMC Public Health, 19(1), članek 27. https://doi.org/10.1186/s12889-018-6381-x
8. Davies, R. in Hamilton, P. (2018). Assessing learning in the early years’ outdoor classroom: examining challenges in practice. Education 3-13, 46(1), 117–129. https://doi.org/10.1080/03004279.2016.1194448
9. Dolinsky, D. H., Brouwer, R. J., Evenson, K. R., Siega-Riz, A. M. in Østbye, T. (2011). Correlates of sedentary time and physical activity among preschool−aged children. Preventing Chronic Disease, 8(6), članek A131, 1–14. https://pmc.ncbi.nlm.nih.gov/articles/PMC3222907/
10. Downing, K. L., Hinkley, T., Salmon, J., Hnatiuk, J. A. in Hesketh, K. D. (2017). Do the correlates of screen time and sedentary time differ in preschool children? BMC Public Health, 17, članek 285, 1–12. https://doi.org/10.1186/s12889-017-4195-x
11. Erdem, D. (2018). Kindergarten teachers’ views about outdoor activities. Journal of Education and Learning, 7(3), 203–218. https://doi.org/10.5539/jel.v7n3p203
12. Ernst, J. in Tornabene, L. (2012). Preservice early childhood educators’ perceptions of outdoor settings as learning environments. Environmental Education Research, 18(5), 643–664. https://doi.org/10.1080/13504622.2011.640749
13. 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. https://doi.org/10.1080/13504622.2013.833596
14. Ihmeideh, F. M. in 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. https://doi.org/10.1080/09575146.2015.1077783
15. Johansson, E., Hagströmer, M., Svensson, V., Ek, A., Forssén, M., Nero, H. in Marcus, C. (2015). Objectively measured physical activity in two-year-old children – levels, patterns and correlates. International Journal of Behavioral Nutrition and Physical Activity, 12, članek 3. https://doi.org/10.1186/s12966-015-0161-0
16. Katalinič, D., Tratnjek, L. in Anželj, B. (2007). Sejemo, sadimo in raziskujemo že v vrtcu. Zavod Republike Slovenije za šolstvo.
17. Kelly, S. K., Sharpe, R. M. in Fotou, N. (2023). Early years and key stage 1 teachers’ attitudes towards outdoor and online play. Education 3-13, 51(6), 893–906. https://doi.org/10.1080/03004279.2021.2025411
18. Kipling Webster, E., Martin, C. K. in Staiano, A. E. (2018). Fundamental motor skills, screen-time, and physical activity in preschoolers. Journal of Sport and Health Science, 8(2), 114–121. https://doi.org/10.1016/j.jshs.2018.11.006
19. Klesges, R. C., Eck, L. H., Hanson, C. L., Haddock, C. K. in Klesges, L. M. (1990). Effects of obesity, social interactions, and physical environment on physical activity in preschoolers. Health Psychology, 9(4), 435–449. https://psycnet.apa.org/doi/10.1037/0278-6133.9.4.435
20. Kopačin, B. in Birsa, E. (2022). Medpredmetno povezovanje glasbene in likovne umetnosti. Didactica Slovenica – Pedagoška obzorja, 37(1), 109–124. https://www.dspo.si/index.php/dspo/article/view/77
21. Kos, M. in Jerman, J. (2013). Provisions for outdoor play and learning in Slovene preschools. Journal of Adventure Education & Outdoor Learning, 13(3), 189–205. https://doi.org/10.1080/14729679.2013.769888
22. Kurikulum za vrtce. (1999). https://www.gov.si/assets/ministrstva/MVI/Dokumenti/Sektor-za-predsolsko-vzgojo/Programi/Kurikulum-za-vrtce.pdf
23. Kurikulum za vrtce. (2025). Ministrstvo za vzgojo in izobraževanje, Zavod RS za šolstvo. https://www.gov.si/assets/ministrstva/MVI/Dokumenti/Sektor-za-predsolsko-vzgojo/Dokumenti-smernice/KURIKULUM-ZA-VRTCE-2025.pdf
24. Kuzik, N. Clark, D., Ogden, N., Harber, V. in Carson, V. (2015). Physical activity and sedentary behaviour of toddlers and preschoolers in child care centres in Alberta, Canada. Canadian Journal of Public Health, 106(4), e178-e183. https://doi.org/10.17269/cjph.106.4794
25. Marentič-Požarnik, B. (2016). Psihologija učenja in pouka: temeljna spoznanja in primeri iz prakse. DZS.
26. Mavillidi, M., Okely, A. D., Chandler, P. in Paas, F. (2017). Effects of integrating physical activities into a science lesson on preschool children's learning and enjoyment: Integrated physical activities. Applied Cognitive Psychology, 31(3), 281–290. https://doi.org/10.1002/acp.3325
27. McClintic, S. in 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. https://doi.org/10.1080/10901027.2014.997844
28. Moser, T. in Martinsen, M. (2010). The outdoor environment in Norwegian kindergartens as pedagogical space for toddlers’ play, learning and development. European Early Childhood Education Research Journal, 18(4), 457–471. https://doi.org/10.1002/acp.3325
29. Raustorp, A., Pagels, P., Boldemann, C., Cosco, N., Söderström, M. in Mårtensson, F. (2012). Accelerometer measured level of physical activity indoors and outdoors during preschool time in Sweden and the United States. Journal of physical activity & health, 9(6), 801–808. https://doi.org/10.1123/jpah.9.6.801
30. Sakellariou, M. in Banou, M. (2022). Play within outdoor preschool learning environments of Greece: a comparative study on current and prospective Kindergarten Educators. Early Child Development and Care, 192(6), 887–903. https://doi.org/10.1080/03004430.2020.1813123
31. Sandseter, E. B. H., Cordovil, R., Hagen, T. L. in Lopes, F. (2020). Barriers for outdoor play in Early Childhood Education and Care (ECEC) institutions: Perception of risk in children’s play among European parents and ECEC practitioners. Child Care in Practice, 26(2), 111–129. https://doi.org/10.1080/13575279.2019.1685461
32. Skarstein, T. H. in Berrefjord Ugelstad, I. (2020) Outdoors as an arena for science learning and physical education in kindergarten. European Early Childhood Education Research Journal, 28(6), 923–938. https://doi.org/10.1080/1350293X.2020.1836590
33. Skribe Dimec, D. (2014). Pouk na prostem. V S. Mršnik in L. Novak (ur.), Posodobitve pouka v osnovnošolski praksi, spoznavanje okolja/naravoslovje in tehnika (str. 79–83). Zavod RS za šolstvo.
34. Stork, S. in Sanders, S. W. (2008). Physical education in early childhood. The Elementary School Journal, 108(3), 197–206. https://doi.org/10.1086/529102
35. Tucker, P. (2008). The physical activity levels of preschool-aged children: a systematic review. Early Childhood Research Quarterly, 23(4), 547–558. https://doi.org/10.1016/j.ecresq.2008.08.005
36. Truelove, S., Bruijns, B. A., Vanderloo, L. M., O'Brien, K. T., Johnson, A. M. in Tucker, P. (2018). Physical activity and sedentary time during childcare outdoor play sessions: A systematic review and meta-analysis. Preventive Medicine, 108, 74–85. https://doi.org/10.1016/j.ypmed.2017.12.022
37. Tuuling, L., Õun, T. in Ugaste, A. (2018). Teachers’ opinions on utilizing outdoor learning in the preschools of Estonia. Journal of Adventure Education and Outdoor Learning, 19(4), 358–370. https://doi.org/10.1080/14729679.2018.1553722
38. Vale, S., Silva, P., Santos, R., Soares-Miranda, L. in Mota, J. (2010). Compliance with physical activity guidelines in preschool children. Journal of Sports Science, 28(6), 603–608. https://doi.org/10.1080/02640411003702694
39. Van Cauwenberghe, E., Jones, R. A., Hinkley, T., Crawford, D. in Okely, A. D. (2012). Patterns of physical activity and sedentary behaviour in preschool children. The International Journal of Behavioral Nutrition and Physical Activity, 9, članek 138, 1–11. https://doi.org/10.1186/1479-5868-9-138
40. Vanderloo, L. M., Tucker, P., Johnson, A. M. in Holmes, J. D. (2013). Physical activity among preschoolers during indoor and outdoor childcare play periods. Applied Physiology, Nutrition, and Metabolism, 38(11), 1173–1175. https://doi.org/10.1139/apnm-2013-0137
41. Vandewater, E. A., Rideout, V. J., Wartella, E. A., Huang, X., Lee, J. H. in Shim, M. S. (2007). Digital childhood: Electronic media and technology use among infants, toddlers, and preschoolers. Pediatrics, 119(5), e1006–e1015. https://doi.org/10.1542/peds.2006-1804
42. Volmut, T. (2019). Z merilnikom pospeška izmerjena gibalna aktivnost in gibalna neaktivnost otrok med prvim in tretjim letom starosti. V S. Čotar Konrad, B. Borota, S. Rutar, K. Drljić in G. Jelovčan (ur.), Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja (str. 383–397). Založba Univerze na Primorskem.
43. Waite, S. (2020). Where are we going? International views on purposes, practices and barriers in school-based outdoor learning. Education Sciences, 10(11), članek 311, 1–33. https://doi.org/10.3390/educsci10110311
44. Yıldırım, G. in Özyılmaz Akamca, G. (2017). The effect of outdoor learning activities on the development of preschool children. South African Journal of Education, 37(2), 1–10. https://doi.org/10.15700/saje.v37n2a1378
45. Zimmerman, F., Christakis, D. A. in Meltzoff, A. N. (2007). Television and DVD/video viewing in children younger than 2 years. Archives of Pediatrics and Adolescent Medicine, 161(5), 473–479. https://doi.org/10.1001/archpedi.161.5.473
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Tadeja Volmut, Neja Kovač, Nataša Dolenc
This work is licensed under a Creative Commons Attribution 4.0 International License.
