Analysis of preschool children’s outdoor play behaviours

Abstract

AbstractThis research aimed to observe preschoolers' outdoor play behaviours, gather their opinions about the outdoors and examine their drawings related to outdoor activities. Methodology: Using a mixed methods approach, children aged 60 to 69 months were studied over a 4-week period in a preschool setting. Observation, interviews, and drawing tasks were used as data sources, ensuring triangulation. The children's outdoor play behaviours were video-recorded, and their opinions were taken through one-on-one interviews. The children were asked to draw pictures of the materials they wanted to see in the playground. This study explored how the outdoor environment impacts children's play behaviour. Research Findings: Using content analysis and frequency distribution, we found that the most frequently played in the schoolyard was functional play, and they most often played alone and solitarily. Physical conditions, such as the schoolyard grounds, material diversity, and material types within the play environment, affected children's outdoor play behaviours. The schoolyard setting led children to consider alternative play types and toys. The children stated that they mostly preferred to play in the park area and playhouse within the schoolyard. The children also stated that they wanted to see fixed park components, sports, dramatic play, arts, entertainment, and natural areas. In addition, the observed play behaviours and children's views regarding the schoolyard supported one another. Practice and Policy: These results support the theory that the environment impacts behaviour and show that outdoor spaces tailored to children's wishes and needs are an effective way to encourage quality play behaviours.