The Experience of Early Childhood Teachers Who Work with Children with Special Needs and/or Behavioral Challenges in Nature and Outdoor Preschools: A Phenomenological Study

Abstract

Research has shown time spent outdoors in quality environments benefits the health, physical, mental, and cognitive development of young children. Despite these findings, many teachers in traditional preschool programs spend only a small part of the school day outdoors for gross motor and social development. The number of preschools that spend 25-100% of the day outdoors and adhere to an outdoor learning pedagogy has been increasing in the United States, influenced by the nature movement in Europe and the United Kingdom. Preschoolers with special needs or behavioral challenges have only occasionally been included in the research on learning in outdoor environments. This phenomenological study examined the experience of teachers who work in preschools and spend at least 25% of the day outside with children who have special needs or behavioral challenges. The purpose was to gain insights into the challenges and strengths of utilizing the outdoor environment in educating young children whose differences may impact learning at school. Six categories emerged from the data: beliefs about teaching in outdoor settings, pedagogy, planning for safety, child development and learning, resources teachers use to assist their work, and advocacy. Participants felt teaching children with special needs and/or behavioral challenges in outdoor environments was beneficial to children’s well-being, development and learning, and their inclusion in the school community.