The ecological systems theory, as applied in this research, provides a comprehensive framework for understanding the challenges early childhood educators face in promoting unstructured outdoor play.
It illustrates how various interconnected environmental layers influence educators’ practices:
This approach highlights that barriers to unstructured outdoor play exist at multiple levels, from individual perceptions to societal norms, emphasizing the need for multi-faceted interventions to effectively promote outdoor play in early childhood education settings.
Key Points
Rationale
Unstructured outdoor play (UOP) has been recognized for its beneficial impacts on children’s healthy development, including improved physical, mental, and emotional health (Bento & Dias, 2017; Tremblay et al., 2015).
However, opportunities for children to engage in meaningful play are limited due to various factors such as increased screen time and societal concern for child safety (Brussoni et al., 2015; Little & Wyver, 2008; Ginsburg, 2017).
Early learning and childcare centers (ELCCs) can be essential settings for UOP, with educators playing a vital role in supporting children’s opportunities. However, educators face numerous barriers in promoting UOP.
This study aims to examine the experiences and perceived challenges of early childhood education professionals in promoting children’s UOP, addressing a gap in understanding these barriers from an ecological systems perspective.
Method
The study employed aqualitative approachusingfocus groups.
Five focus groups were conducted with 40 professionals working in the early childhood education field in British Columbia, Canada.
Participants included educators, students, and licensing officers. Focus groups were audio-recorded, transcribed verbatim, and analyzed using thematic analysis following Braun et al.’s (2018) guide.
The ecological systems theory was used as a framework to consider the data, helping to understand, predict, and change social behaviors through consideration of various systems that individuals interact with and that shape their behavior.
Sample
The participants were 40 female professionals working in the early childhood education field in British Columbia, Canada.
The sample included educators, ELCC administrators, students, faculty members in ECE training programs, and licensing officers.
Many participants held multiple roles and had been working in the ECE field for more than 20 years.
Results
The study identified challenges at each level of the ecological system:
Microsystem
Educators’ perceptions of UOP and its associated risks varied, influencing their willingness to support it.
Some saw children as having limited abilities to undertake risk management, while others believed children naturally navigated risk through UOP.
“Because we all have different levels of what’s acceptable. Um, we trust the staff who’s making that decision at that moment. She’s willing to take that risk. So we support…” [FG106 educator]
Mesosystem
Relationships with various stakeholders, including children, parents, colleagues, and licensing officers, influenced educators’ promotion of UOP.
“Some parents, particularly, believe, if they’ve grown up differently than, like, I have, in a different country, sometimes they believe that children will get sick if they’re outside in poor weather.” [FG105 educator, administrator]
Exosystem
Varying interpretations of licensing regulations posed challenges.
“Like a covered patio or something like that. And so there’s, you know, it’s enclosed on all sides but one. And is that outdoor space? Or maybe it’s even enclosed on all the sides but there’s like, skylights.” [FG503 LO]
Macrosystem
Societal risk aversion and cultural differences influenced perceptions of acceptable risk levels in UOP.
Insight and Depth
This study is particularly informative as it examines the challenges of promoting UOP from an ecological systems perspective, providing a comprehensive understanding of the complex interplay between various factors influencing educators’ ability to support UOP.
The research highlights the importance of addressing barriers at multiple levels to effectively promote UOP in early childhood education settings.
Strengths
This study had several methodological strengths, including:
Limitations
This study also had several methodological limitations, including:
Implications
The results have significant implications for improving UOP opportunities in early childhood education:
Conclusion
This study highlights the complex interplay of factors at various ecological system levels that influence educators’ ability to promote UOP.
Further research is needed to explore these challenges in diverse geographical and cultural contexts, and to develop and evaluate interventions addressing barriers at multiple ecological system levels.
The topic of UOP in early childhood education is complex and sensitive, involving considerations of child safety, educational philosophy, and cultural values.
Continued dialogue and research in this area are essential for developing best practices that support children’s right to play and healthy development.
References
Primary reference
Cheng, T., Brussoni, M., Han, C., Munday, F., & Zeni, M. (2023). Perceived challenges of early childhood educators in promoting unstructured outdoor play: an ecological systems perspective.Early Years,43(4-5), 904-920.https://doi.org/10.1080/09575146.2022.2034140
Other references
Bento, G., & Dias, G. (2017). The importance of outdoor play for young children’s healthy development.Porto biomedical journal,2(5), 157-160.https://doi.org/10.1016/j.pbj.2017.03.003
Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2018).Thematic analysis.In P. Liamputtong (Ed.), Handbook of research methods in health social sciences (pp. 1-18). Springer Nature.
Brussoni, M., Gibbons, R., Gray, C., Ishikawa, T., Sandseter, E. B. H., Bienenstock, A., … & Tremblay, M. S. (2015). What is the relationship between risky outdoor play and health in children? A systematic review.International journal of environmental research and public health,12(6), 6423-6454.https://doi.org/10.3390/ijerph120606423
Ginsburg, K. R. 2017. “The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-child Bonds.”Pediatrics119 (1): 182–191. doi:10.1542/peds.2006-2697.
Little, H., & Wyver, S. (2008). Outdoor play: Does avoiding the risks reduce the benefits?.Australasian Journal of Early Childhood,33(2), 33-40.https://doi.org/10.1177/183693910803300206
Tremblay, M. S., Gray, C., Babcock, S., Barnes, J., Bradstreet, C. C., Carr, D., … & Brussoni, M. (2015). Position statement on active outdoor play.International journal of environmental research and public health,12(6), 6475-6505.https://doi.org/10.3390/ijerph120606475
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Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
