Outdoor Learning

Over the last few decades there has been an increasing awareness of the importance of outdoor play. The government have shown their interest through documents such as the ‘Learning Outside the Classroom Manifesto’ (2006) and the ‘Play England’ (2008).
Outdoor learning offers children the feeling of ‘freedom’ and can be different to the day-to-day goings on in the classroom. From nursery onwards children are given the chance to develop their knowledge outdoors.

Bilton (2010) states that

                                                      ‘The outdoor area is a complete learning environment , which caters for all children's needs- cognitive, linguistic, emotional, social and physical. It should be available everyday alongside the indoor classroom.’
                                                                                                                        (p.1)

It is important that the outdoor classroom is seen as equally important as the indoor one. Children must be able to see both places as an area to learn, not that one is where the work happens and the other being a place to ‘let off steam’.
 

There are many types of outdoor provision. One example is Primary Playtime, when children go into the playground for a certain period of time. Children have minimal supervision. It is not seen as a learning environment, however children use it as a area for social and physical activity.
Another aspect of outdoor provision is the Outdoor Classroom. The outdoor area is created as an area in which a whole class/school can use as their own to aid and develop their learning.
A third aspect is using Outdoor Features. This is where the children go out into the outdoor learning area and discover, experiment and discuss the features associated to it. This provision can be both adult and child led.

Outdoor learning can be both physically and mentally demanding for children. By being more physically active children can become healthier, and can learn in a content, non-threatening environment through play and movement. Outdoors children can engage in more energetic play.

 In general, all children feel a sense of freedom outside, and some change their personalities once their outside. Children become more vocal and keen to play with others once their outside, and they tend to take risks with their learning.
Movement outdoors is central to children’s cognitive development. For example, many key mathematical and scientific concepts, such as height, distance, speed and gravity can only really be understood and practised outdoors.

The success of outdoor play rests with the adult. If teachers show outdoor play as an unimportant activity which may not always be provided then outdoor play will have a peripheral result on children’s learning. The needs of the child need to be central and reflection on both the child and adults half is vital.

On the whole, outdoor play is highly valuable for young children’s lives and learning. Outdoor play offers children exclusive opportunities which aren’t available indoors. ‘In particular it offers-
-Space and freedom to try things out;
-An environment which can be acted on, changed and transformed;
-Whole body, multi-sensory experience;
-Opportunity to make connections with their learning;
-A rich context for curiosity, wonder and mystery;
-Opportunities for learning all areas of the curriculum;
-A wide range of movement opportunities which are central to learning;
-Experience of the natural world and understanding of their own place within it.’
                                                                                                                (Tovey.H 2007, p.37-38)

From experience working at a school I noticed how there was an increased amount of time spent outdoors. Lessons such as maths and science were taught outdoors with more physical activities going on than there would have been in the classroom. I felt I saw a new side to some of the children once they were outdoors as they display their actions for clearly and feel 'freer'. I believe outdoor learning is key in day-to-day teaching as I think that it provides a platform for children to develop not only their learning but also their imagination and creativity.