School playgrounds as learning environments: Early childhood teachers’ beliefs and practices

Cevher Kalburan F. N., YURT Ö.

7th International Conference on Education, Samos, Greece, 7 - 09 July 2011, pp.138-145

  • Publication Type: Conference Paper / Full Text
  • City: Samos
  • Country: Greece
  • Page Numbers: pp.138-145
  • Karadeniz Technical University Affiliated: No


The purpose of the research is to find out the thoughts and practices of the early childhood teachers working in Denizli and Ankara, Turkey about the use of school playgrounds in the education programs. The research has been conducted with qualitative methods. In the research, semi-structured interview method has been used as the way of gathering data. The research has been conducted with 20 early childhood teachers. It has been determined that teachers usually use school playgrounds in warm weather conditions; they generally include free play, science-nature and large group activities; and they aim to support psycho-motor, socio-emotional and cognitive developments of children. Moreover, it has been determined that teachers have trouble about using school playgrounds because physical conditions of school playgrounds are often insufficient and parents are anxious about their children’s health. Furthermore, it has been stated teachers expressed that school playgrounds are not large enough, the entrances and exits are not proper and the materials are not sufficient. At the end of the research, according to findings, suggestions have been made for educators and researchers.