Purpose
The study investigates how time and space for play in forest kindergartens in Denmark affect children’s experiences and development. The researcher examines how uninterrupted time for outdoor play gives children the opportunity to follow their own interests, concentrate, and build social relationships. The aim is to provide insight into practices that can inspire and challenge approaches to outdoor pedagogy.
Result
The results indicate that children who were given ample time and space in the forest could engage in play and exploration that promoted deep concentration and reflection. Observations showed that children developed independence and social skills through interaction with other children and nature. The researcher behind the study advises kindergartens to give children uninterrupted time to play and discover, and to pay attention to how such moments can enhance children’s learning and well-being.
Design
The researchers used the ‘deep hanging out’ method where they observed and interacted with children and teachers in the forest for extended periods of time. The informants consisted of approximately 50 children aged three to six years, as well as teachers from three forest kindergartens in and around Copenhagen. The data collection included field notes, photographs, and narrative descriptions from daily observations, as well as data on teachers’ role and approaches in supporting children’s play and learning.
References
Hattingh, L. (2024). Time to play, time to think: meaningful moments in the forest. European Early Childhood Education Research Journal, 32(1), 22–33.
Online year: 2023
Issue year: 2024
Review year: 2023
Financed by
Bath Spa University, UK