Document Type
Article
Publication Date
Spring 2026
Abstract
The purpose of this inquiry-based research was to better understand how teacher engagement during outdoor play shapes children's behavioral regulation and overall playground experience. The problem was that teachers have their own views and beliefs about how they should interact with children on the playground, which may differ from those of their colleagues, leading to different behavioral outcomes in children. This study examined how teacher engagement during outdoor play influences children's behavior and how children perceive and experience outdoor play when teachers are more actively engaged. One early childhood center in rural Iowa was observed throughout this study, with four teachers and twenty-seven children split among three classes. Observational tallies were collected by the researcher along with teacher reflection journals and child interviews. Emotional regulation was the strongest among children when teachers were available, engaged in play, and provided support through redirection. Dysregulation appeared during transitions or moments when teachers were unavailable. Together, the results reinforce that intentional, responsive teacher involvement remains essential in outdoor play environments and plays a critical role in shaping children's emotional stability and overall play success.