Förskollärares förhållningssätt till utevistelsen i förskolan : Attityder och didaktik

The purpose of the study is to contribute knowledge about preschool teachers mindset during outdoor activities in preschool. The study is based on a semi-structured questionnaire with 40 respondents and was analysed using both quantitative univariate analysis and qualitative content analysis. The theoretical foundation is a sociocultural perspective, where learning is seen as situated in a specific place and shaped through social interaction. The results indicate that preschool teachers believe their approach significantly influences the conditions for meaningful learning situations in the outdoor environment. Their presence, active participation, and co-playing role are crucial factors. Through play-responsive teaching, where the educator interacts with the child during play, conditions are created for the child's inclusion in education and an increase in the child's agency. The teacher also serves as scaffolding learning structures that allow children to gradually take initiative and manage tasks independently. Outdoor activities also allow for situated learning, where knowledge is connected to the context and physical environment, enhancing children's experience and understanding. The outdoor environment is perceived as creative, inclusive, and calming, promoting motor development, social interaction, and stress reduction. The gender-neutral and unstructured materials were seen both as an opportunity to stimulate imagination but also a challenge for some children. At the same time, organizational challenges emerge particularly low staff-to-child ratios, which limit the teacher’s ability to be actively involved. The study shows that outdoor education holds great didactic potential, provided that proper competence, resources, and pedagogical approaches are in place.