This qualitative case study explored how early childhood teachers’ beliefs and practices influence the function of preschool outdoor play. Teachers believed that supervision was paramount. They perceived that the physical design of the outdoor environment posed limitations for planning, preparation, and implementation. Teachers’ recollections of their own childhood outdoor activities provided a shared value of freedom during play. Yet, during outdoor play teachers displayed an adherence to rules or a “philosophy-reality conflict” (Hatch & Freeman, 1988, p. 158). Teachers believed that outdoor play is important to the development of young children; however, minimal knowledge of outdoor play and motivation to promote it was not evident.
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