A new study from Norway has revealed that children feel more empowered and heard during outdoor play and hikes than they do in structured indoor activities like circle time in kindergartens. The research, conducted in two early childhood institutions, focused on how five-year-olds perceive their participation in everyday activities. It found that children experience varying levels of influence and autonomy depending on the setting. The findings were published in the journal Early Child Development and Care.
Using the widely recognised Lundy model, which outlines the four key elements of participation – space, voice, audience, and influence – the study examined how children navigated different learning environments. The children were found to hold the most “active” roles in nature-based activities where they could freely suggest ideas, make decisions, and be heard. These scenarios allowed them to not only express their views but also see their ideas acted upon.
In contrast, indoor activities like circle time were perceived as rigid and adult-led, with little room for children to contribute meaningfully. Many children described these sessions as passive experiences, where staff dominated the conversation and children were required to sit quietly and raise their hands if they wished to speak. Even then, their suggestions were rarely taken forward, which contributed to a sense of disconnection and reduced autonomy.
The differences between indoor and outdoor environments were stark. Outdoors, children reported feeling more liberated to make choices and engage in play that resonated with them. The less structured nature of outdoor settings meant fewer rules and more opportunity for spontaneous learning, with staff often seen as approachable facilitators rather than authority figures.
Interestingly, nature hikes revealed a mix of experiences. While children were not typically involved in planning the trips, once out in nature, they enjoyed high levels of freedom to choose activities and playmates. Although adults set the boundaries and destinations, the children’s voices were more readily acknowledged during the trips themselves.
The findings raise concerns about the limitations of traditional pedagogical formats such as circle time, which children described as lacking in engagement. Despite being intended as inclusive and community-focused, these sessions were mostly remembered for their rules and adult-led agendas. The research suggests a need to revisit these routines to encourage greater collaboration and responsiveness to children’s ideas.
The study also found that children with strong verbal skills were more likely to engage meaningfully with staff, while quieter children often remained on the margins of participation. This highlights the importance of inclusive practices that do not favour only the most confident children.
Researchers argue that staff awareness of their role as both facilitators and decision-makers is crucial. Implementing all aspects of the Lundy model requires a shift in mindset, especially when it comes to indoor routines. Without creating space for every child’s voice to be heard and acted upon, participation risks becoming a symbolic gesture rather than a lived reality.
As Norwegian kindergartens continue to embrace child-centred approaches, the study makes clear that authentic participation depends not just on giving children opportunities to speak, but also on how adults respond to what is said. Outdoor environments naturally lend themselves to this dynamic. The challenge now lies in bringing the same ethos into the classroom.
