The outdoor spaces in the history of early childhood education in Portugal: contributes to understand the present and intervene in the future

Abstract

Starting from a reflection on the importance of outdoor play and its valuation in early childhood education contexts, in this work, we analyse this problematic by going through some milestones in the history of early childhood education in Portugal. Considering the period of the Constitutional Monarchy (1834-1909), First Republic (1910-1926), New State (1933-1974) and Post-25th April of 1974, we pointed to concerns and/or signs of investment in the outdoor spaces of early childhood settings, at the level of discourses, policies and educational initiatives developed at different periods in history.
Based on the analysis carried out, it is suggested a reflection on social dynamics (on a global scale) that seem to redirect trends and educational priorities in early childhood education. The reduction of opportunities to play outdoors in social and family environments, coupled with the apparent concern of parents and professionals to promote school-oriented skills, seem to contradict values emphasized in the historical pathway of early childhood education. These values must be reintroduced through educational policies that respect the specificity of early years education.