The master's thesis explores parents’ perceptions of the effects of outdoor school programmes on children in early primary education. The main aim of the research was to examine how parents perceive the impact of such programmes on children's independence, emotional resilience, social skills, and other aspects of personal development.
The study was designed as a case study of a single primary school that conducted an outdoor school programme for third-grade students. Data were collected using a structured paper-based questionnaire (n = 94) and interviews with five parents. The analysis included both quantitative and qualitative methods.
The results indicate that parents generally view the outdoor school as a positive experience that contributes to the development of children’s independence, self-confidence, responsibility, and social skills. No statistically significant differences were found based on parents’ gender, age, or level of education. The interviews further highlighted the value of outdoor school as an environment that promotes experiential learning, adaptation, and responsible behaviour.
The findings contribute to a better understanding of the perceived value of outdoor school from the parents’ perspective and support the need for continued systemic support and curricular development of such programmes.
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