Early childhood teachers' perspectives and practices on outdoor play environment in Jazan kindergartens

Abstract

Abstract The primary purpose of this study was to explore early childhood teachers’ perspectives and practises on the outdoor play environments in Jazan kindergartens. Three early childhood teachers from a state preschool and two private kindergartens were interviewed. The findings indicated that although Jazan kindergarten teachers had a favourable attitude toward outdoor play, they heavily depended on indoor learning and rarely used the outdoors to teach children new knowledge. The goals of Jazan kindergartens teachers from outdoor play were to entertain and restore children's vigour, as well as teachers used outdoor places as a reward for children who completed their assigned tasks. Jazan kindergarten teachers did not prepare various activities for outside play areas, in contrast, outdoor play activities were dominated by free play, with few scheduled activities. Teachers' primary responsibility was to supervise and guide children's attitude during playing outdoors, followed by preparing play supplies. The most significant challenges faced by Jazan kindergartens teachers in children's outdoor play areas were hot weather, shortage of spaces, and carers’ safety concerns. The article concludes with pedagogical recommendations.