Child-Led Learning Framework for Developing Holistic Children

Abstract

Outdoor child-led learning is gaining wider attention as an important approach in early childhood education due to its role in promoting children’s holistic development, autonomy, and engagement. In Malaysia, this approach is aligned with the Kurikulum Prasekolah 2026 (KP2026), which emphasizes the need for flexible and natural learning environments to nurture young minds. However, its implementation remains inconsistent across preschools. Limited research has explored teachers’ experiences in facilitating outdoor child-led learning within the Malaysian context. While this approach is significant, its implementation remains inconsistent across Malaysian preschools, and limited research has explored teachers' experiences in facilitating these environments. Therefore, this study proposes a framework to foster holistic development by directly exploring these experiences. The study aims to develop a child-led learning framework for holistic child development by exploring teachers’ experiences in facilitating outdoor child-led learning in Malaysian preschools.

The objectives are to identify the challenges teachers encounter and to examine the strategies they use to support children’s learning in outdoor child-led environments. A qualitative research design was used to gain an in-depth understanding of teachers’ experiences. Data were collected through semi-structured interviews with 12 preschool teachers in the Klang Valley, Malaysia. The data were analysed thematically using NVivo software. The findings revealed key challenges, including environmental constraints, resource limitations, safety and supervision concerns, curriculum and institutional pressures, and behavioural challenges. Despite these barriers, teachers demonstrated adaptive strategies such as intentional outdoor environment design, safety routines and behaviour modelling, scaffolding through open-ended questioning, and supportive teacher practices. These strategies highlight educators' creativity in overcoming physical and systemic hurdles to maintain children's autonomy.

A limitation of this study is its reliance on self-reported data rather than observational evidence. The implications of this study are for preschool administrators and teachers to translate the proposed framework into practical strategies for outdoor child-led learning, to provide quality education aligned with SDG4. By establishing a clearer connection between teacher agency and student freedom, this research provides a roadmap for schools to successfully transition toward the 2026 curriculum standards. It serves as a call to action for the education sector to better support teachers as they navigate the shift from traditional instruction to child-centric discovery