Pre-Service Teachers’ Perceptions on Outdoor Play: A Study of Türkiye, England, and Australia

Abstract

This study explores pre-service early childhood education teachers' perceptions of outdoor play across Türkiye, England, and Australia, focusing on issues such as culture, curriculum and teacher training. Using a qualitative instrumental case study, semi-structured interviews were conducted with 15 participants, five from each country, and the documents of three countries' teacher training programmes were analyzed. The findings indicate that outdoor play is universally recognized as essential for children's physical, cognitive, and socio-emotional development. Turkish pre-service teachers regard outdoor play as a tool for energy release and emotional development but note that practical implementation is limited due to infrastructural and cultural barriers. English participants emphasize outdoor play's structured and educational aspects, particularly its role in language development and problem-solving. Australian pre-service teachers view outdoor play as a natural and intrinsic part of childhood, fostering confidence, self-esteem, and a connection to nature. The study highlights the influence of cultural and environmental factors on outdoor play practices, with shared concerns regarding parental hesitations and weather conditions. While all three countries' curricula support outdoor play, participants identified gaps in teacher training programs, particularly in practical outdoor experiences. The findings underscore the need to integrate more experiential learning opportunities into teacher education programs, enabling future educators to effectively implement outdoor play and enhance its role in fostering holistic child development.