Collaboration between Grade R teachers and parents to promote outdoor play-based learning for education for sustainable development

Abstract

Outdoor play-based learning (PBL) is a key component of early childhood education (Ali et al., 2018). However, due to a lack of expertise and resources, Grade R teachers focus more on formal teaching governed by policies and struggle to integrate it into lessons. Furthermore, parents do not always recognise its value. Collaborative strategies can assist both parties by enabling them to share ideas, skills, and knowledge in order to promote outdoor PBL. This study aimed to develop collaborative strategies to promote outdoor PBL for education for sustainable development ESD in Grade R. Guided by Vygotsky's Social Constructivism Learning Theory, a qualitative approach was employed to examine how collaboration between Grade R teachers and parents could promote outdoor PBL. Participatory Action Learning and Action Research (PALAR) was used as a research design to develop collaborative strategies between parents and Grade R teachers to promote outdoor PBL for ESD. Data was generated through recorded action learning set discussions, photovoice, collage, and drawings with narratives, reflective journal and analysed using thematic analysis process. The five quality indicators developed were utilised to promote the study's trustworthiness. The findings revealed that pedagogical impediments hampered Grade R teachers and parents in utilising outdoor PBL and that collaboration was lacking. The co-researchers recommended strategies to support outdoor PBL and encourage collaboration amongst teachers, parents and the wider community.