Abstract
is qualitative participatory study explored young children's perspectives of naturalized and forested outdoor play environments at an early learning laboratory school in Ontario, Canada. Drawing on the Mosaic Approach, photo-elicitation, and the Reggio Emilia concept of the hundred languages of children, researchers invited preschool children to communicate their perspectives through photography, drawing, and discussion. Findings revealed that both naturalized and forested environments supported meaningful connections with nature, although children engaged with each setting in distinct ways. Forested environments encouraged broader and more action-oriented interactions with natural materials, while naturalized environments fostered more diverse and specific connections with environmental features. The study also demonstrated that photography and drawing are valuable tools for eliciting children's perspectives when paired with verbal explanations. Findings highlight the importance of incorporating children's voices into the design and evaluation of outdoor learning environments and support the use of participatory methodologies in early childhood research.
Erratum
Yes
Recommended Citation
Squires, Kimberly; Barton, Kim; Stubbs, Madi; and English, Mandy
(2026)
"The Voices of Play- Understanding Children’s Perspectives of Naturalized and Forested Outdoor Play Environments,"
IALS Journal: Vol. 16:
No.
1, Article 3.
Available at:
https://ir.library.illinoisstate.edu/ialsjournal/vol16/iss1/3