The Outdoor Environment in Preschool Institutions: Play and Educational Activities in Kindergartens

Early childhood experiences are crucial for children's development and their preparation for future challenges. Play-based learning, free play and outdoor play, significantly contribute to skill acquisition across all areas of development. Globally, play is integrated into preschool education programs and is recognized as a primary tool that supports learning in young children. Experts recommend that children spend at least one hour per day playing outdoors in natural environments. This study focuses on the outdoor environment and activities in preschool institutions. The sample consisted of N=332 teachers of children aged 3–6 years from public (N=248) and private (N=84) kindergartens in Tirana, Albania. The participants completed a quantitative questionnaire measuring aspects related to outdoor spaces and equipment, educational activities and play. The study aimed to identify important aspects related to the outdoor environment, the frequency of outdoor play and educative activities, and to examine the differences between public and private kindergartens regarding outdoor spaces and activities. The results indicated that various types of outdoor activities were conducted up to three times a week in kindergartens. Nature-oriented activities (M=5.51, SD=1.306) and hand-crafting with natural recyclable materials (M=4.31, SD=1.728) were the most frequent (two to three times a week). Play activities exploring the inanimate world (M=4.26, SD=1.877), and the living world (M=4.02, SD=1.829) were less often (once to twice a week). Comparisons between kindergartens revealed similarities in terms of outdoor spaces and equipment (t=-2.840, p>.005), but outdoor activities were more frequent in private kindergartens (t=-3.414, p<.005). In line with the findings, it can be concluded that the outdoor spaces and equipment in kindergartens were appropriate and diverse enough to support outdoor activities and play. Outdoor environments were utilized on a regular basis for educational activities and different types of play. The study identified some of the main outdoor activities in kindergartens, but did not determine the time spent on these activities or whether all children were involved. Consequently, considering the need for broader exploration of this area, further studies are recommended to measure the duration of outdoor activities in preschool throughout the academic year, their effects on children's development, and the time spent on free play, based on educators and parents' reports. Received: 28 November 2024 / Accepted: 26 February 2025 / Published: 06 March 2025