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ERIC Number: EJ1051340
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1090-1027
Exploring Early Childhood Teachers' Beliefs and Practices about Preschool Outdoor Play: A Qualitative Study
McClintic, Sandra; Petty, Karen
Journal of Early Childhood Teacher Education, v36 n1 p24-43 2015
This qualitative case study explored how early childhood teachers' beliefs and practices influence the function of preschool outdoor play. Teachers believed that supervision was paramount. They perceived that the physical design of the outdoor environment posed limitations for planning, preparation, and implementation. Teachers' recollections of their own childhood outdoor activities provided a shared value of freedom during play. Yet, during outdoor play teachers displayed an adherence to rules or a "philosophy-reality conflict" (Hatch & Freeman, 1988, p. 158). Teachers believed that outdoor play is important to the development of young children; however, minimal knowledge of outdoor play and motivation to promote it was not evident.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A