The use of outdoor environments in preschool institutions in Kosovo (an assessment of frequency and Impact on Children’s Development)

Abstract

In early childhood development, the outdoor environment plays a crucial role, influencing children’s motor, social, and cognitive skills. In the context of preschool institutions in Kosovo, however, the use of outdoor spaces remains limited and is often constrained by infrastructure, teaching methods, and approaches to utilizing stimulating environments for children’s activities. The purpose of this study is to analyze and examine how outdoor environments are used in preschool institutions and how such activities influence children’s holistic development. The study also explores the perceptions of directors and parents in this regard, identifying the challenges and limitations encountered in the use of outdoor environments in preschool settings. The research employed a qualitative method across 10 municipalities, including observations of educational activities conducted outdoors and semi-structured interviews with directors and parents. The sample consisted of 10 educators, 10 parents, and 10 preschool directors. Findings from the educators’ observations revealed that outdoor spaces are primarily used for free play, with less emphasis placed on their role in fostering children’s social, emotional, and cognitive development. Directors emphasized the lack of adequate infrastructure and structured educational planning as key challenges, while parents highlighted that outdoor environments should serve not only as spaces for children’s recreation but also for educational activities, integrated into daily planning and practice regardless of weather conditions. This study not only addresses the current state of outdoor environment utilization and its impact on children’s development but also provides recommendations that contribute to educational policy and the quality of early childhood education.