A research project aiming to develop new professional learning knowledge about how educators can offer freedom with guidance to young children in outdoor environments.
Outdoor learning in natural environments is beneficial for children and adults, yet many educators lack the confidence and opportunities to effectively support children in outdoor learning spaces.
This research aims to develop new professional learning knowledge about how educators offer 'freedom with guidance' in outdoor environments.
"Adult guidance was central to Froebel’s notion of freedom. The adult played a significant role as a sensitive guide helping children to gain and use their freedom in worthwhile and mutually respectful ways." (Helen Tovey, Froebel’s principles and practice today)
The study aims to support knowledgeable, nurturing early childhood educators to use wearable technology to ‘slow down’ (Clark, 2022) and carefully observe and professionally reflect on the ways in which they are offering freedom with guidance.
The researchers aim to capture the ‘tensions in translating Froebelian ideas into practice’ (Aksoy-Kumru, 2024) and to further explore the ‘challenges in guiding educators to guide children’ (Cameron and Boyles, 2022).
Additionally the project would like to create the foundation for a Froebelian hub in Kent to further explore these aspects of nursery educators’ professional learning.
This work builds on previous university-funded participatory action research projects (Jan-July 2023 and Jan–July 2024), with nursery educators in university partnership settings. The findings identified a mismatch between the holistic nature of learning out of doors and an instrumental ethos prevalent in educational settings that favours bite-sized forms and types of learning. The aim is to further explore the potential of developing a more consistent, holistic, fluid ecological framework, which supports educators to develop explorative, place sensitive pedagogies. The research will generate new professional knowledge about the influences that impact how educators approach freedom with guidance in outdoor environments.
The research team plan to report on their findings in Spring 2026.
The Research Team
Dr Karen Vincent is a Senior Lecturer in Early Childhood Studies and Primary Education at Canterbury Christ Church University. Her experience as a teacher in a variety of school settings with a particular interest in the earliest years of learning, has led to her practice based pedagogical research interests.
Dr Marianna Papadopoulou teaches Early Childhood Studies students and leads several modules on Childhood Pathways at Canterbury Christ Church University.
Polly Bolshaw is a Senior Lecturer in Early Years at Canterbury Christ Church University.
