Exploring preschool teachers' perceptions of the value and implementation barriers of outdoor play: A case study

Abstract This study aims to explore Chinese preschool teachers’ perceptions of the value of outdoor play and the barriers they encounter in its implementation. A qualitative case study approach was adopted to collect structured data from a kindergarten in southeastern China through interviews, observations, and document analysis. Research findings indicate that preschool teachers perceive outdoor play as beneficial for children’s holistic development, their connection with nature, and the cultivation of children’s resilience. However, teachers also report encountering several barriers to implementation, including safety concerns, limited resources and materials, gaps in teachers’ professional competence, and insufficient parental understanding and support. The findings enhance the understanding of the complex factors influencing the outdoor play implementation in preschool education. By examining teachers’ perceptions and the practical barriers they encounter, this study contributes to bridging the gap between theoretical advocacy for outdoor play and its practical application.