Outdoor Learning in the Early Years

Outdoor Learning in the Early Years

Written by -Liane Roberts @ early­_years_with_liane

There is something very magical for me about stepping out into the fresh air and taking in that big, deep breath.

I am a nursery teacher in a primary school and have been a part of the education system for many years. Through education, the knowledge of society, country, and of the world is passed on from generation to generation. For me, personally attaining new knowledge and skills is just captivating. In this world of ever-changing technology there is no shortage of exciting new developments and opportunities. being able to better myself through attaining more knowledge is what has motivated me to pursue my career.

I have been fortunate enough to have surrounded myself with little people in the early years for over twenty-five years where my journey began. In the 80’s through to the 90’s the term ‘outdoor play’ consisted of skipping ropes, football and the famous game of hopscotch! The real importance of the outdoors and its beauty were non-existent.

I’m often asked how after so many years in the sector I remain so excited and enthusiastic about what I do, my simple response is ... It’s my PASSION!

It’s my passion to provide the children with experiences where they learn social, conceptual and creative skills, as well as increase their knowledge and understanding of the world around them.

It’s my passion to offer children the freedom to explore, be physically active and
exuberant.



In recent years there has been a shift in our society which has decreased the access and use of outdoors for many young children, leading to an overwhelming prominence of more inactive indoor activities, such as iPads, televisions and computer games. One of the most significant elements for us to remember as educators of children, is that the provision we offer children must be enriched, enriched with learning experiences that simply flow seamlessly between the indoors and outdoors, where teachers make use of the available resources that build on the children’s interests and enthusiasms.



In order to support children’s exploration in the outdoors, a wide range of materials should be made available, including those that are familiar, novel, natural and open-ended and reflect cultural diversity.

It is vital that young children are exposed to frequent and regular opportunities to explore and learn in the outdoor environment and this certainly should not be

perceived as an optional extra and must be carefully planned for. It is therefore crucial for the outdoor environment to be considered in as much depth as any other area of provision, for good quality outdoor learning to be a success.



Not only does learning outside the classroom support the development of a healthy, positive and active lifestyle, it provides children with the opportunity and freedom to explore, physical activity and a sense of well-being, Children learn the skills to express themselves freely, giving them a sense of empowerment and a feeling of tranquillity.



Children need to be nurtured within an environment which has the spirit of the zone of proximal development, one which is captivating, where children recognise that if things get a bit tricky, they can struggle, but when things become too challenging, they can seek out the adult for that personalised guidance and support.

Experiential learning is an effective pedagogical tool which is used throughout the primary phase and beyond. The rich multi-sensory nature of outdoor experiential learning can be seen as a valuable opportunity, particularly for children with special educational needs such as visual impairment or profound and multiple learning difficulties, as they incorporate a range of sensory inputs, complementing this, and many opportunities to support the children’s learning styles and schemas.

Children always have a thirst and natural appetite for risk, particularly when exploring in the outdoors, this must be accommodated for through educational and free play opportunities, whilst evading exposure to unmanaged risk. Children form their unique personalities and characters through risk and resilience, and ultimately they discover how to deal with those risks and feel comfortable in their own body, which as we know is an essential part of living a meaningful and nourishing life.


In conclusion our children begin life as exploratory learners and they need to enjoy the rich experiential qualities of outdoor contexts. These experiences in early years will prepare our children with the transferable skills they require to meet the opportunities and challenges of a rapidly changing world.