Abstract
Abstract The study examines Greek and Turkish teachers’ perspectives on the role of outdoor play in fostering children’s sustainable development. Outdoor play extends learning beyond the classroom, promoting holistic growth and environmental stewardship. The research is designed according to qualitative research methodology and case study pattern. In Turkey, 20 teachers purposively selected from 117 public schools for interviews have participated in the study. In Greece, 20 preschool teachers have also been involved. Data collection involves semi-structured interviews with open-ended questions, which have been recorded, transcribed, and translated into English from the native languages of both countries. Thematic interpretation and content analysis have been employed to analyze the data, with categories developed for each question. Qualitative interviews reveal their contributions to children’s physical, cognitive, social, and emotional development while fostering values like environmental awareness, social responsibility, and cooperation. Despite these benefits, early childhood educators often prioritize academic activities over outdoor play due to safety concerns, limited resources, and curriculum constraints. Public fears regarding safety and security further restrict children’s access to outdoor spaces, impacting their well-being and development. The study highlights the need for policy reforms and teacher training to address these barriers, advocating for outdoor play as a cornerstone of early childhood education and a universal strategy to nurture environmentally conscious, socially responsible individuals.
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