Peer-reviewed research2017–2026 update
‘It’s kind of giving them that space […] it’s about freedom’—facilitating and supporting children’s play in nature
Norwegian early childhood educators said supporting children's play in nature depends on their pedagogical, bodily and communicative knowledge, together with flexibility and pedagogical tact.
What's new
Earlier studies have found that some early childhood educators do not feel competent to support children's play in nature. This study held focus group discussions with 22 Norwegian early childhood educators and used collective thematic analysis. Three clusters of themes emerged: 'places in nature', 'facilitate' and 'presence and commitment'. Viewed through participation, safety and trust, and dynamic leadership, the findings indicated that educators' pedagogical, bodily and communicative knowledge, along with flexibility and pedagogical tact, supported meaningful interactions with children at play.
Why it matters in Aotearoa
Early childhood services in Aotearoa can use these characteristics to discuss and strengthen the educator's role in nature play.
Putting it into practice
Use the three theme clusters as prompts for team reflection on how educators choose places, facilitate play and stay present and engaged with children outdoors.
How strong is the evidence
This is a qualitative focus group study of 22 educators in Norway. It describes educators' perspectives and did not observe children's outcomes.
What to read
The three clusters of themes and the discussion of educator characteristics.