Outdoor Learning

Outdoor Learning

Introduction

‘Outdoors is full of unpredictability and the sheer variability of the outdoors as an environment is what makes it unique’ (Tovey, 2007, p15). The outdoors offer children a landscape that stimulates the body and encourages experiential learning. Direct experience with outdoors has more impact on the learner. ‘An indoor environment, in contrast, is relatively static…’ (Tovey, 2007, p15).

Outdoor Learning

The outdoors is seen as a child’s dominion offering children the space and freedom to try new and exciting things, without the constraints of a typical classroom setting. ‘If given the opportunity they are naturally curious and playful’ (Isenberg & Quinsberry, 2002). In outdoor learning the children learn through what they do, experience and discover. This is true, particularly when it comes to the natural sciences and art. As well as, The Guardian (2014) states that ‘children who spend more time outdoors are also healthier, more alert and have better social skills’. The whole active learning process develops the skills of enquiry, experimenting, reflection and cooperative learning. Children make full use of their senses to assist their learning. ‘Outdoor learning is a class of its own’ (The Guardian, 2012).

Children interact with the surrounding environment while experimenting with their friends and learning new skills.

‘The foci of outdoor education can include learning about: nature; society; nature-society interactions and oneself’ (NFER, 2004). It consists of working alone, working with others and practical/experiential work. Knowledge and understanding, attitudes and feelings, values and beliefs, behaviours, personal and social development can be exercised in the outdoor learning experience. ‘There is no limit to the experiences and curiosities that outdoor environments and activities can arouse’ (IOL, 2005). Organised educational trips and visits help children become responsible young adults, respectful of others and they gain a wider understanding of the world around them.

https://www.youtube.com/watch?v=JBAazwgTZNU The following link is a short video of Lanark Primary School who won the Active Nation Award. The video briefly shows how they use the outdoors as a learning environment.

Outdoor learning was a key feature of my nursery and reception years. As children we were encouraged to interact with our surroundings and explore mini beasts and organisms and experiment with the variety of materials we found. Art and science were intrinsically linked throughout these learning opportunities. We would investigate the woodland area in search for bugs, wildlife, different materials, colours, tones and textures. Then we would draw and annotate what we found and experiment with different techniques to make the colours and textures we saw, using different media to create paintings and collages. From a scientific perspective we would be gathering evidence and developing an understanding of the variety of materials, wildlife, plants, animal habitats, soil and growth within the woodland and field.

Conclusion

Outdoor learning has a significant impact on the health, well-being and the learning opportunities for children. Similar to creative play it allows children to be free, experiment and engage with their surrounding environment.

References

Bilton, H. (2010) Outdoor learning in the early years: Management and innovation. 3^rd Edition. Oxfordshire: Routledge

Dillon, J., Morris, M., O’Donnell, L., Reid, A., Rickinson, M. and Scott, W. (2004) Engaging and learning with the outdoors: The Final Report of the Outdoor Classroom in a Rural Context Action Research Project. Slough: NFER.

IOL (2005) What is outdoor learning? www.outdoor-learning.org/Default.aspx?tabid=207 (Accessed: 20th November)

Isenberg, J.P., Quinsberry, N. (2002) Play: Essential for all children. (Vol.79, P.33-39) United States: Childhood Education International.

Outdoor learning at Lanark primary School (2011) SouthLanarkshireTV [Video] Lanarkshire: Youtube

The Guardian. (2014) Back to nature: how outdoor learning benefits both students and staff. www.theguardian.com/teacher-network/hays-partner-zone/training-teachers-outdoor-learning (Accessed: 20^th November)

The Guardian. (2012) Outdoor learning is in a class of its own. www.theguardian.com/teacher-network/2012/dec/04/outdoor-learning-school-activities (Accessed: 20^th November)

Tovey, H. (2007) Playing Outdoors: Spaces and Places, Risk and Challenge. Berkshire: Open University Press.