The Importance of Outdoor Learning

What is Outdoor Learning?

The quote by Brooke Hampton, "Children still need a childhood with dirt, mud, puddles, trees, sticks and tadpoles" is more apt than ever in today's digital age.

Our fledgling generation is exposed to a digital era and 'plug-in' entertainment in their circumambient environment. It is incontrovertible that the new age or information age that we live in has a multitude of exceptional benefits and having access to these digital resources is an advantage. However, as impressive as the advantages are, it has led to the detriment of children's complete development; that which is provided through outdoor learning as highlighted by Marais (2021), who purports that playing in nature supports children's complete development and benefits their physical, emotional and social learning.

‍

‍

‍Friedman et al (2022), concurs that outdoor play is essential for healthy development, especially in children's early yearsas being energetic outside, provides children with invaluable experiences that can directly influence their physical and emotional development, social skills, creativity and even their intelligences.Poppell & Monroe (2017), firmly state that decreased interactions with nature can harm children's physical health and attention and create a gap between children and their environment. According to Wyver (2019), there is converging evidence that repetitive exposure to high quality, amorphous outdoor play opportunities have a positive impact on social and cognitive development.

‍

‍

Why is outdoor play important in early childhood?

Outdoor play is essential for children's development, especially in their early years, and it's becoming increasingly popular in schools. Forest Schools and outdoor learning experiences are enriching and provide a plethora of benefits for children. Outdoor learning experiences on the school grounds lead to Natural Connections, which, in turn, create a culture of schools that embraces the outdoors as a positive part of curriculum delivery. Secondary schools that embrace outdoor learning ideas will significantly benefit pupils in so many ways.

‍

‍

One of the key benefits of outdoor play is the range of sensory experiences that children encounter. Children are exposed to nature and can connect with the environment in a more meaningful way. They also develop a wide range of physical skills, including balance, coordination, and dexterity, in a natural environment. Additionally, outdoor play provides an opportunity for children to take reasonable risks and challenge themselves, which is essential for healthy child development and builds critical thinking skills.

Outdoor play has a significant impact on children's development, and it should be emphasised in schools. An environment that values and encourages outdoor play leads to a culture of educating the whole child, embracing the philosophy of Natural Connections, and providing children with essential skills needed to succeed in school and beyond through active learning experiences.

‍

How Does Technology Impact Outdoor Learning for Children?

Technology creates a digital imbalance that reduces children's natural outdoor experiences, leading to decreased physical activity and nature connection. However, outdoor learning isn't about rejecting technology but creating balance that supports cognitive development. Strategic outdoor activities can complement digital learning while addressing screen time concerns and maintaining engagement.

Generation Alpha is the generation following Generation Z and currently includes all children born in or after 2010 which is the same year that the iPad was released. This is the first generation of children who will never be exposed to a time when social media did not exist and they are far more technically perspicacious than any preceding generation, which is a dynamic tool that can change civilisation in innumerable progressive ways (Cottrell, 2022).

With all things considered, as technological devices are becoming increasingly accessible, the amount of time that children spend outside actively playing has decreased significantly. Hence, modern-day children spend extensively less time outside than did children in preceding generations (Anderson-McNamee & Bailey, 2010). This reduction in outdoor time can impact children's memory development and overall cognitive growth.

‍

‍

How Did COVID-19 Affect Children's Outdoor Learning Development?

COVID-19 restrictions created significant developmental delays by limiting children's access to outdoor play and natural environments. These pandemic restrictions particularly impacted physical, social, and emotional development in early years pupils. Schools now need targeted outdoor learning strategies to help children catch up on missed developmental milestones, including supporting those with sen through inclusive outdoor programs.

Another key point is that Generation Alpha are some of the first children to experience significant disruption to their outdoor learning experiences during critical developmental years. This disruption has affected their executive function development and natural motivation to explore outdoor environments. Teachers can address these gaps through structured inquiry-based outdoor activities.and rebuild their confidence in outdoor settings.

‍

Risk That Builds Resilience

Controlled outdoor challenges develop crucial self-assessment skills pupils need for academic and social success. Outdoor activities encourage risk-taking in a managed environment, helping children learn to evaluate situations and make informed decisions. These experiences build resilience and adaptability, essential for navigating future challenges.

Embracing outdoor learning enables pupils to understand their limits while developing a growth mindset. Encouraging children to safely explore boundaries supports their ability to handle setbacks and builds confidence in their capabilities. This contributes to improved academic performance and stronger social skills.

‍

Transforming Your Tarmac Playground

You can transform limited outdoor spaces into rich learning environments, even without access to forests or extensive grounds. Using creative activities and simple resources, teachers can create engaging outdoor experiences in any setting. Consider incorporating elements of nature, such as plants and natural materials, to enhance the learning environment.

Even small changes to a playground can significantly impact children's learning and wellbeing. Simple activities like nature walks, outdoor reading sessions, and creative play can transform a tarmac playground into an outdoor learning centre. These accessible strategies provide valuable learning opportunities while addressing the challenges of limited outdoor spaces.

‍

Conclusion

outdoor learning is not merely an extracurricular activity but an essential component of a child's complete development. By embracing nature-based experiences, we provide children with opportunities to develop physically, emotionally, and cognitively in ways that traditional classroom settings cannot replicate. Prioritising outdoor learning can help to creates a generation of resilient, engaged, and well-rounded individuals.

Ultimately, the importance of outdoor learning lies in its ability to connect children with the natural world and promote lifelong learning. By using even the simplest outdoor spaces, educators can create meaningful experiences that enhance pupil engagement, promote wellbeing, and build critical life skills. Embracing the outdoors is an investment in the future of our children, and the benefits are immeasurable.

‍

Further Reading

For those seeking to deepen their understanding of the benefits and practical applications of outdoor learning, the following research papers offer valuable insights:

1. Faber Taylor, A., & Kuo, F. E. (2009). Children with attention deficits concentrate better after walk in the park. Journal of Attention Disorders, 12(5), 402-409.
2. Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Algonquin Books.
3. O'Brien, E., & Murray, R. (2007). A marvellous opportunity for children to learn: A participatory evaluation of Forest School in England and Wales. Forestry Commission.
4. Waite, S., Bølling, M., & Bentsen, P. (2016). Outdoor learning environment and children’s physical activity: A systematic review. International Journal of Environmental Research and Public Health, 13(7), 706.
5. Gill, T. (2007). No fear: Growing up in a risk averse society. Calouste Gulbenkian Foundation.