Outdoors as an arena for science learning and physical education in kindergarten

Abstract

The aim of this study is to provide more knowledge on how outdoor time in Norwegian kindergartens is used as a resource for educational activities regarding science education and physical education. Through a questionnaire and a focus group interview, the study investigated early childhood teachers’ perceptions of their work with these subjects and included twelve teachers representing nine kindergartens. According to the teachers, they work more often with these subjects by following up spontaneous situations than through planned activities. They emphasize different science themes and movement experiences depending on the environment they are in and highlight nature as an environment with many opportunities for spontaneous activities. A matter of concern is that one-fourth of the teachers reported that they work only occasionally with these subjects. In addition, the teachers seem to regard themselves less knowledgeable and less prepared to work with science education than physical education.