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<p>This study examined the impact of experiential learning outside of the traditional classroom environment-such as in museums, parks, and forests-on the professional development of preschool teacher candidates. These environments provide children with practical experiences that significantly enhance their cognitive abilities, social skills, emotional development, and overall physical health. In order to investigate this matter, we involved 77 teacher candidates in a course focused on out-of-school learning environments. We performed assessments both prior to and following the course to evaluate their learning in the areas of planning, practice, and assessment. Furthermore, we conducted interviews with 12 students to collect their perspectives. The results were significantly positive, demonstrating that the course successfully improved their skills in leveraging these environments for early childhood education. The feedback from the interviews was great, too; the candidates loved how OSLEs boost creativity, keep kids engaged, and encourage real-world problem-solving. However, not everything was perfect-there were some worries about safety and a lack of training that could hold things back. The study wraps up by saying if we give tailored training for OSLEs and handle risks wisely, we can really bring these fun learning spots into early childhood education, making it better for both kids and teachers.</p>

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Bridging Theory and Practice: Out-of-School Learning in Preschool Teacher Training

  • 期刊论文

  • 发表日期：

    2025年12月8日

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  • Mehmet Mart

摘要

This study examined the impact of experiential learning outside of the traditional classroom environment-such as in museums, parks, and forests-on the professional development of preschool teacher candidates. These environments provide children with practical experiences that significantly enhance their cognitive abilities, social skills, emotional development, and overall physical health. In order to investigate this matter, we involved 77 teacher candidates in a course focused on out-of-school learning environments. We performed assessments both prior to and following the course to evaluate their learning in the areas of planning, practice, and assessment. Furthermore, we conducted interviews with 12 students to collect their perspectives. The results were significantly positive, demonstrating that the course successfully improved their skills in leveraging these environments for early childhood education. The feedback from the interviews was great, too; the candidates loved how OSLEs boost creativity, keep kids engaged, and encourage real-world problem-solving. However, not everything was perfect-there were some worries about safety and a lack of training that could hold things back. The study wraps up by saying if we give tailored training for OSLEs and handle risks wisely, we can really bring these fun learning spots into early childhood education, making it better for both kids and teachers.