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Intentional approaches to designing and structuring learning environments apply outdoors as well as indoors, but the value of freedom and unrestricted play outside is well known. However, several factors influence teachers’ provision of freedom within outdoor activities, and it is important to reflect on these variables and appropriate degrees of freedom. As these variables depend partly on the cultural context, cases of early years contexts in England and Turkey were compared in this study. Interviews and observation notes were used to collect data, together with images from observations for further reflection. Findings indicate the impacts of national policies, spatial qualities, and pedagogical values of teachers on how ‘freedom’ is managed and children’s opportunities for autonomous action are enacted within activities.

Degrees of freedom: reflections on perceived barriers to outdoor learning practice for early education in England and Turkey