Early Childhood Education and Care Teachers’ Experiences of Outdoor Play for Young Children’s Social and Cognitive Development: Opportunities and Barriers in Lagos, Nigeria
This qualitative study of six ECEC teachers in Lagos, Nigeria, reveals that despite facing resource and safety barriers, educators possess strong professional knowledge and resourcefulness to foster children's social and cognitive development through outdoor play, while also reframing parents as collaborative partners rather than obstacles.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
For decades, educators and researchers have understood that children do not just learn by sitting still; they learn by moving, exploring, and interacting with the world around them. This idea, often called holistic development, suggests that a child's mind, body, and social skills grow together rather than in separate boxes. While much of the scientific conversation about this has taken place in Europe and North America, where outdoor play is often built into school days, a different picture has emerged in many parts of Africa. In these regions, the pressure to focus on academic tests and classroom instruction often pushes outdoor time to the sidelines. Parents and school leaders frequently worry that letting children run outside is a distraction from learning, or that the environment is simply too unsafe. Yet, the question remains: do the teachers on the ground actually see outdoor play as a waste of time, or do they recognize its hidden value even when resources are scarce?
A recent study set out to answer this question by listening to the voices of early childhood teachers in Lagos, Nigeria. The researchers, based at the University of Roehampton, wanted to understand how these educators view the role of the outdoors in shaping a child's ability to think, solve problems, and get along with others. They conducted a series of in-depth conversations with six teachers working in two different schools in Lagos—one private and one public. Using video calls, the researchers asked the teachers to describe their daily experiences, the challenges they face, and the moments they have seen children grow through play outside. The goal was not to measure test scores or count how many times a child fell down, but to understand the teachers' own professional insights and how they navigate the complex reality of their schools.
The findings reveal a group of educators who are far more knowledgeable and resourceful than the common narrative suggests. Rather than viewing outdoor play as a break from learning, these teachers see it as a vital classroom in its own right. They described watching children become more confident, learning to negotiate with peers, and solving conflicts without needing an adult to step in immediately. One teacher noted that when children are outside, they learn to listen to each other and find solutions that work for everyone. Another observed that the open space allows children to use their imaginations more freely, turning simple objects into tools for creative problem-solving. The teachers explained that these interactions help children develop critical thinking skills, such as figuring out how to build a game or organize a group activity, which are just as important as reading or writing.
However, the path to providing these experiences is not smooth. The teachers spoke candidly about the barriers they face, which include a lack of safe play areas, the threat of traffic or open sewers, and the intense pressure to focus on academic results. In a culture where education is often viewed as a ladder to future success, parents and school administrators sometimes worry that time spent outside is time stolen from study. The teachers also mentioned practical hurdles like unpredictable weather and the need for medical supplies to handle minor injuries or allergies. Despite these obstacles, the teachers did not simply give up. Instead, they showed remarkable ingenuity, adapting their lessons to fit the space they had, preparing safety gear in advance, and finding ways to make the outdoors work within the constraints of their environment.
Perhaps the most surprising discovery was how the teachers viewed the parents. While previous research often paints parents as the main obstacle, fearing for their children's safety or demanding more academic work, these teachers described a different dynamic. They saw parents as potential partners who could be won over through trust and clear communication. The teachers explained that when they took the time to explain the benefits of outdoor play—such as how it helps children sleep better or become more active and happy at home—parents often responded positively. One teacher shared that parents began to notice their children were more social and confident after spending time outside. This suggests that the gap between school and home is not unbridgeable; it can be closed when educators share their professional knowledge and invite families into the conversation.
The study does not claim to have solved the problem of outdoor play in Nigeria, nor does it suggest that every school in the country operates this way. The sample was small, involving only six teachers in one city, so the results cannot be generalized to all of Africa. However, the insights offer a powerful counter-narrative to the idea that teachers in these settings lack knowledge or commitment. Instead, the research highlights that these educators possess a deep understanding of child development and are actively working to provide meaningful experiences for children, even when the system is not designed to support them. The findings suggest that if policies and school leaders were to recognize this existing expertise and provide better resources, the potential for outdoor learning could be unlocked far more effectively.
Ultimately, this research invites us to look beyond the deficits and see the strengths already present in the classroom. It shows that the desire to help children grow is universal, even when the tools to do so are limited. By understanding how teachers in Lagos navigate safety, curriculum, and parental concerns, other educators and policymakers can learn valuable lessons about how to support children's development in diverse and challenging environments. The story is not one of a lack of opportunity, but of a quiet, persistent commitment to making the most of the space that exists, proving that the value of outdoor play is recognized by those who know children best.
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