Undervisning ur ett utomhuspedagogiskt perspektiv i förskoleverksamheten : En intervjustudie om förskollärares uppfattningar om utomhuspedagogik med utgångspunkt i Lpfö 18

Sammanfattning: The purpose of this study was to find out pre-school teachers´ perceptions on outdoor education based on the new curriculum, ”Lpfö18” which clarifies pre-school teachers´ responsibilities for the education. Furthermore I wanted to find out about pre-school teachers´ educational strategies in the outdoor environment. As a method, I have used qualitative semi-structured interviews, with six pre-school teachers from two different pre-schools whom I interviewed individually. The result of the study shows that the informants have quite similar perceptions on outdoor education. Outdoor education is used by pre-schoo teachers as a complement and it provides greater stimulation than the indoor environment. The place which is most associated with outdoors in the pre-school teachers´ opinion is the forest. Most pre-school teachers find that the definition of ´teaching´ is not a new phenomenon in pre-schools but it entails higher status now, in 2020. Higher status means professionality and greater responsibility regarding education in pre-school. The study also shows the informants´opinions about education and the strategies they use in outdoor environments. According to pre-school teachers, there are two types of education: the planned and the spontaneous. Most of the informants believe that there must be a purpose for teaching. The strategies pre-school teacher have in outdoor-education are the following: to be flexible and responsive for what the children have to say, to communicate with children and to familiarise them with animals, plants and phenomena that are not occurring in the indoor environment, having concrete material and observing children in order to discover their interests and needs during outdoor activities.