Peran Guru Dalam Mendukung Permainan Anak Usia Dini Dalam Pembelajaran Berbasis Alam : Tinjauan Literatur Sistematis

Abstract

Urbanization shifts and limited green open spaces necessitate a deeper understanding of teachers’ roles in facilitating nature play in early childhood education. This study presents a systematic literature review of Scopus-indexed articles published between January 2020 and December 2025, drawing on ScienceDirect, MDPI, Springer, ERIC, and Google Scholar to encompass regional perspectives. The selection process adhered to PRISMA protocols manually conducted by two independent reviewers, resulting in dozens of empirical studies employing qualitative, quantitative, and mixed-methods approaches. Findings reveal that teacher support exists on a continuum from minimal intervention allowing children space for self-directed exploration to structured guidance that directs learning objectives without undermining autonomy. Three principal micro-moves emerged: joining play from the child’s vantage point, offering gentle prompts to stimulate curiosity, and exercising restraint to preserve child agency. A hybrid model combining succinct guidance with free exploration was shown to enhance motor skills development, creativity, self-regulation, and environmental literacy. However, empirical evidence is predominantly drawn from temperate climates, whereas densely populated tropical urban contexts such as those in Indonesia remain underexamined. These results underscore the need for contextually adaptive facilitation strategies and call for further research in tropical settings to inform curriculum design, teacher training, and urban green space policies.