Balancing technology and outdoor learning: Implications for early childhood teacher educators

Abstract

ABSTRACT The integration of technology in the classroom has become commonplace in early childhood education; however, promoting outdoor learning is not as emphasized. A wealth of research has documented how young children learn and develop while engaging with technology or outdoor play, but limited literature exists on balancing these learning experiences to support children’s developmental outcomes. The present paper seeks to review current literature on the effects of technology and outdoor learning on young children’s development. Building off of the relevant literature, this paper will provide recommendations for early childhood teacher educators to guide teachers in training on balancing appropriate technology use and outdoor learning. Given the COVID-19 global pandemic, teaching implications regarding balancing technology and outdoor learning are also addressed.