Outdoor Classroom Ideas for Early Years Education Settings

Imagine a classroom without walls, where nature is the textbook and curiosity is the curriculum. Welcome to the world of outdoor learning in Early Years education…

Key Takeaways

• Outdoor learning benefits: Outdoor classrooms enhance physical, cognitive, social, and emotional development in Early Years children, aligning closely with EYFS framework goals.
• Adaptable spaces: Effective outdoor learning environments can be created in various settings, from small urban yards to expansive rural areas, using thoughtful design and resourceful planning.
• Inclusive approach: Outdoor classrooms can be adapted to support children with special educational needs, alternative needs, and can promote cultural diversity, ensuring all children benefit from nature-based learning.

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Introduction

Defining Outdoor Classrooms in Early Years Contexts

Outdoor classrooms in Early Years settings are purposefully designed outdoor spaces that support children’s learning and development through nature-based experiences. These areas extend beyond traditional playground equipment, incorporating natural elements and open-ended resources to create rich, multisensory learning environments (Bilton, 2010).

An effective outdoor classroom might include:

• Natural loose parts like sticks, pebbles, and leaves
• Growing areas for plants and vegetables
• Mud kitchens and water play zones
• Quiet reflection spaces
• Areas for large-scale construction and physical play

The key is creating an environment that sparks curiosity, encourages exploration, and allows for child-led learning experiences aligned with the Early Years Foundation Stage (EYFS) framework.

Benefits of Outdoor Classrooms

Research consistently demonstrates the profound benefits of outdoor learning for young children. A comprehensive review by Dillon et al. (2016) highlighted several key advantages:

1. Enhanced physical development: Outdoor spaces provide more opportunities for gross motor skill development and physical activity, supporting children’s overall health and wellbeing.
2. Improved cognitive skills: Nature-based learning experiences can boost problem-solving abilities, critical thinking, and creativity (Kuo et al., 2019).
3. Stronger social-emotional growth: Outdoor environments often facilitate more cooperative play and help children develop resilience and self-regulation skills.
4. Increased environmental awareness: Regular exposure to nature in early childhood fosters a sense of environmental stewardship and connection to the natural world.
5. Better academic outcomes: Studies have shown that outdoor learning can positively impact language development, scientific thinking, and mathematical understanding (Ulset et al., 2017).
6. Reduced stress and improved mental health: Time spent in nature has been linked to lower stress levels and better overall mental wellbeing in young children.

By embracing outdoor classrooms, Early Years settings can create holistic learning environments that support children’s development across all areas of the EYFS framework. These spaces offer unique opportunities for exploration, risk-taking, and hands-on learning that complement and enhance indoor educational experiences.

As we delve deeper into the practicalities of creating and utilising outdoor classrooms, we’ll explore how to maximise these benefits and overcome common challenges, ensuring that every child has the opportunity to thrive in nature-based learning environments.

The Importance of Outdoor Learning in Early Years

Outdoor learning plays a crucial role in Early Years education, offering a wealth of benefits that support children’s holistic development. This section explores the developmental advantages, connections to the Early Years Foundation Stage (EYFS) framework, and research underpinning the importance of outdoor education for young children.

Developmental Benefits

Outdoor learning environments provide unique opportunities for children to develop across multiple domains:

Physical Development

In outdoor settings, children engage in a wide range of physical activities that promote gross and fine motor skills. Climbing trees, balancing on logs, and manipulating natural materials like sticks and pebbles all contribute to physical development. Research by Fjørtoft (2001) found that children who regularly played in natural environments demonstrated better motor fitness, particularly in balance and coordination, compared to those in traditional playgrounds.

Cognitive Development

Outdoor spaces offer rich sensory experiences that stimulate cognitive growth. Problem-solving skills are enhanced as children navigate uneven terrain or figure out how to build structures with natural materials. A study by Zamani (2016) observed that outdoor environments fostered more diverse types of play and cognitive engagement compared to indoor settings.

Social-Emotional Development

Natural outdoor spaces often encourage collaborative play and social interaction. Children learn to negotiate, share resources, and work together in open-ended outdoor activities. Wells and Evans (2003) found that access to nature near home helped buffer the impact of stressful life events on children’s psychological well-being, highlighting the emotional benefits of outdoor experiences.

Connection to EYFS Framework

The principles of outdoor learning align closely with the EYFS framework, supporting all seven areas of learning and development:

1. Communication and Language: Outdoor environments provide rich contexts for language development, as children describe their discoveries and engage in imaginative play.
2. Physical Development: As mentioned earlier, outdoor spaces offer numerous opportunities for both gross and fine motor skill development.
3. Personal, Social and Emotional Development: Outdoor play encourages independence, self-confidence, and social skills as children interact with peers in a less structured environment.
4. Literacy: Nature-based activities can inspire storytelling and mark-making, laying foundations for reading and writing.
5. Mathematics: Outdoor spaces provide real-world contexts for counting, measuring, and understanding spatial relationships.
6. Understanding the World: Direct interaction with nature fosters curiosity about the environment and natural processes.
7. Expressive Arts and Design: Natural materials serve as open-ended resources for creativity and imagination.

Research Supporting Outdoor Education

A growing body of research underscores the importance of outdoor learning in Early Years settings:

Gill (2014) conducted a systematic review of research on outdoor learning, finding consistent positive impacts on children’s health, wellbeing, and learning outcomes. The review highlighted benefits such as improved attention, reduced stress, and enhanced social skills.

McClintic and Petty (2015) explored how outdoor environments support children’s learning and development. They found that well-designed outdoor spaces could promote problem-solving, risk assessment, and creativity, all crucial skills for early childhood development.

A longitudinal study by Ulset et al. (2017) examined the relationship between outdoor time in childcare centres and children’s cognitive and behavioural development. The researchers found that more time spent outdoors was associated with improved attention skills and reduced inattention-hyperactivity symptoms over time.

These studies, among others, provide compelling evidence for the importance of outdoor learning in Early Years education. By integrating outdoor experiences into their practice, Early Years settings can create rich, multifaceted learning environments that support children’s development across all areas of the EYFS framework.

Planning Your Outdoor Classroom

Creating an effective outdoor classroom requires careful planning and consideration. This section will guide you through the key aspects of developing an outdoor learning space that is safe, engaging, and aligned with Early Years educational goals.

Assessing Your Available Space

The first step in planning your outdoor classroom is to evaluate your available space. Every setting, regardless of size, can create meaningful outdoor learning opportunities. Here are some key considerations:

1. Size and layout: Map out your outdoor area, noting its dimensions and existing features. Even small spaces can be transformed into rich learning environments with thoughtful design.
2. Natural features: Identify existing natural elements like trees, slopes, or grassy areas. These can become focal points for learning activities.
3. Sunlight and shade: Observe how sunlight moves across your space throughout the day. Adequate shade is crucial for comfort and safety.
4. Access to utilities: Note the proximity to water sources and electrical outlets, which can expand your activity options.
5. Boundaries: Consider how to define the learning space while maintaining an open, inviting atmosphere.

White (2014) emphasises the importance of creating “affordances” in outdoor spaces – features that invite specific types of play and learning. For example, a log might afford sitting, balancing, or imaginative play as a “boat”.

Safety Considerations

Safety is paramount in outdoor learning environments. Key safety aspects to address include:

1. Risk assessment: Conduct thorough risk assessments of your outdoor space and planned activities. Remember, the goal is to manage risks, not eliminate them entirely. Gill (2007) argues that exposure to appropriate risks is crucial for children’s development.
2. Surfacing: Ensure appropriate surfacing under climbing equipment or in areas where falls are likely. This might include rubber mulch, wood chips, or specialised safety surfaces.
3. Boundaries: Clearly define the outdoor classroom area to prevent children from wandering into unsafe zones.
4. Maintenance: Establish a regular maintenance schedule to check for hazards like broken equipment or toxic plants.
5. Weather preparedness: Have plans in place for various weather conditions, including extreme heat, cold, or wet weather.
6. Supervision: Ensure adequate staff-to-child ratios and clear sightlines throughout the space.

Essential Elements to Include

A well-designed outdoor classroom should incorporate elements that support various types of learning and play. Consider including:

1. Natural loose parts: Provide materials like sticks, pebbles, leaves, and pinecones for open-ended play and exploration.
2. Water play area: This could be as simple as a water table or as elaborate as a small stream or pump system.
3. Gardening space: Even small container gardens can teach children about plant life cycles and care.
4. Quiet/reflective area: Create a space for children to retreat, read, or engage in calm activities.
5. Large motor skill area: Include space for running, climbing, and other physical activities.
6. Creative area: Set up an outdoor art station or music-making space.
7. Construction zone: Provide materials for building and constructing on a larger scale than typically possible indoors.
8. Storage: Include weatherproof storage for equipment and materials.

Keeler (2008) suggests designing outdoor spaces with “activity pockets” – distinct areas that invite different types of play and learning.

Budget-Friendly Ideas

Creating an engaging outdoor classroom doesn’t necessarily require a large budget. Here are some cost-effective strategies:

1. Use natural and recycled materials: Logs, stumps, and large rocks can create seating and play structures. Recycled materials like tyres or wooden pallets can be repurposed for planters or building projects.
2. Engage the community: Organise a volunteer day for parents and staff to help build and set up the space.
3. Gradual development: Start with essential elements and add to your outdoor classroom over time as budget allows.
4. DIY projects: Create your own outdoor learning materials, such as mud kitchens from old furniture or weather stations from recycled materials.
5. Local partnerships: Reach out to local businesses or garden centres for donations of plants, seeds, or materials.
6. Grant opportunities: Research educational grants that might fund outdoor learning initiatives.

Remember, the most valuable aspect of an outdoor classroom is not its physical resources, but the opportunities it provides for exploration, discovery, and learning. With creativity and careful planning, even modest spaces can become rich environments for Early Years education.

Core Learning Areas in the Outdoor Classroom

Outdoor classrooms offer rich opportunities to support children’s development across all areas of learning. By thoughtfully designing activities and spaces, Early Years practitioners can create an outdoor environment that nurtures holistic development. Let’s explore how outdoor settings can enhance core learning areas.

Literacy and Language Development

Outdoor environments provide a wealth of sensory experiences that can stimulate language development and early literacy skills. Natural spaces often inspire children to engage in descriptive talk, storytelling, and imaginative play, all of which contribute to language acquisition.

Consider creating a storytelling area with log seating or a cosy nook with outdoor cushions and weatherproof books. This can encourage children to share stories and engage with texts in a natural setting. Wasik and Hindman (2011) found that outdoor experiences can significantly enhance vocabulary development, as children encounter new objects, textures, and phenomena to describe.

You might also incorporate:

• A writing station with clipboards and pencils for outdoor mark-making
• Letter hunts using natural materials (e.g., finding sticks shaped like letters)
• A ‘sound walk’ where children identify and describe different outdoor noises

Numeracy and Problem-Solving

The outdoor classroom presents numerous opportunities for children to engage with mathematical concepts in concrete, meaningful ways. Natural loose parts like pebbles, sticks, and leaves can be used for counting, sorting, and pattern-making.

Create areas for construction play using large blocks or crates, which encourages spatial reasoning and problem-solving. A study by Otte et al. (2019) found that outdoor play involving building and construction significantly improved children’s spatial skills.

Other ideas include:

• A mud kitchen for exploring capacity and measurement
• An outdoor shop or café for practising early money skills
• Large-scale number lines or hundred squares painted on the ground
• Treasure hunts involving counting or shape recognition

Science and Nature Exploration

Outdoor classrooms are ideal for fostering scientific thinking and nature exploration. Children can observe natural phenomena first-hand, conduct simple experiments, and develop an understanding of the world around them.

Create a designated nature investigation area with magnifying glasses, bug viewers, and identification charts. Encourage children to observe changes in plants, weather, and local wildlife over time. Waller et al. (2017) found that regular engagement with nature in Early Years settings promoted children’s scientific inquiry skills and environmental awareness.

Consider incorporating:

• A weather station for recording daily conditions
• Planting areas for growing vegetables or flowers
• A compost bin to learn about decomposition
• A water wall or stream table for exploring water flow and properties

Creative and Imaginative Play

Natural outdoor spaces often spark children’s imagination and creativity. Open-ended materials and less structured environments allow for more diverse and complex imaginative play scenarios.

Provide a range of loose parts and open-ended materials that children can use creatively. This might include fabric for den-making, cardboard boxes for construction, or natural materials for creating artwork. Canning (2013) observed that outdoor environments rich in loose parts promoted more varied and sustained imaginative play compared to fixed equipment playgrounds.

You could also include:

• An outdoor art easel or large drawing surface
• A music-making area with outdoor instruments
• A stage or performance space for dramatic play
• An ‘imagination station’ with dress-up clothes and props

Physical Development

Outdoor spaces naturally lend themselves to physical activity and the development of both gross and fine motor skills. Ensure your outdoor classroom includes opportunities for a range of physical challenges suitable for different developmental stages.

Create areas for climbing, balancing, and large-scale movement. This might involve natural features like logs and boulders, or purpose-built structures. Fjørtoft (2004) found that children who regularly played in diverse natural environments showed better motor fitness, particularly in balance and coordination, compared to those in traditional playgrounds.

Consider incorporating:

• A bike or scooter track for developing gross motor skills
• Fine motor activities like weaving with natural materials
• An obstacle course with varying levels of challenge
• A digging area for hand strength and coordination

By thoughtfully designing your outdoor classroom to support these core learning areas, you can create a rich, multifaceted environment that nurtures children’s development across the Early Years Foundation Stage framework. Remember, the key is to provide open-ended, flexible spaces and materials that can be adapted to suit children’s changing interests and developmental needs.

Seasonal Outdoor Classroom Activities

One of the great advantages of outdoor learning is the opportunity to observe and engage with the changing seasons. By tailoring activities to each season, we can help children develop a deeper understanding of natural cycles and the environment around them. Let’s explore some engaging seasonal activities for your outdoor classroom.

Spring Activities

Spring is a time of renewal and growth, making it perfect for activities centred around new life and change.

Start by creating a spring nature journal with the children. Encourage them to observe and record the changes they see in the outdoor environment. This activity supports literacy skills, scientific observation, and art. As White (2019) notes, nature journaling can enhance children’s connection to the environment and improve their observational skills.

Planting activities are quintessential spring experiences. Set up a gardening area where children can plant seeds and bulbs. This provides opportunities to discuss plant life cycles, care responsibilities, and patience. You might plant quick-growing vegetables like radishes or cress, which children can harvest and eat within a few weeks.

Spring is also an excellent time for bird watching. Set up a bird feeding station and provide binoculars and identification charts. This activity can lead to discussions about migration, habitats, and the role of birds in ecosystems.

Other spring activities might include:

• Creating nature art with spring flowers and leaves
• Setting up a wormery to observe decomposition processes
• Making and flying kites to explore wind and weather

Summer Activities

Summer in the outdoor classroom is all about making the most of warm weather and long days. Water play becomes a central feature during this season.

Set up a water wall using recycled materials like plastic bottles and tubes. This creates opportunities for children to explore concepts of flow, gravity, and volume. Chalufour and Worth (2005) emphasise the importance of water play in developing scientific thinking and problem-solving skills in young children.

Summer is also an ideal time for mini-beast hunts. Provide magnifying glasses and bug viewers, and encourage children to carefully observe insects in their natural habitats. This activity can lead to discussions about life cycles, habitats, and the importance of even the smallest creatures in our ecosystem.

Consider these additional summer activities:

• Creating sun prints using light-sensitive paper and natural objects
• Setting up an outdoor mud kitchen for sensory play and early maths concepts
• Organising a sports day with traditional and invented games

Autumn Activities

Autumn brings a wealth of natural materials and observable changes to the outdoor classroom.

Start by collecting fallen leaves and discussing their colours and shapes. This can lead to art projects, such as leaf printing or creating leaf mandalas. You might also use leaves for sorting and counting activities, supporting early maths skills.

Autumn is harvest time, making it perfect for food-related activities. If you’ve grown vegetables in your garden, involve children in harvesting them. This can lead to cooking activities, discussions about healthy eating, and exploration of where food comes from.

Consider these autumn-themed activities:

• Creating journey sticks on nature walks, attaching found objects to tell a story
• Building hibernation houses for hedgehogs or other local wildlife
• Making weather vanes to observe and record wind direction

Winter Activities

Winter might seem challenging for outdoor learning, but it offers unique opportunities for exploration and discovery.

Ice experiments are engaging winter activities. Freeze small toys or natural objects in ice and let children figure out how to free them. This introduces concepts of changing states of matter and problem-solving. As Gull et al. (2019) found, such hands-on science activities in Early Years settings can significantly enhance children’s scientific thinking skills.

Winter is also an excellent time for tracking. After a snowfall or on a muddy day, encourage children to look for and identify animal tracks. This can lead to discussions about local wildlife, habitats, and animal behaviour.

Other winter activities might include:

• Building shelters or dens to understand how animals and humans protect themselves from the cold
• Creating bird feeders to help local wildlife through the lean months
• Observing and recording daily changes in daylight hours

By adapting your outdoor classroom activities to the seasons, you provide children with rich, contextual learning experiences throughout the year. This approach helps children develop a deep connection with nature and an understanding of seasonal changes, while also supporting their learning across all areas of the Early Years Foundation Stage framework.

Inclusive Outdoor Learning

Creating an inclusive outdoor learning environment is essential to ensure all children can benefit from nature-based education. This section will explore strategies for adapting activities for children with special educational needs and promoting diversity and cultural awareness in outdoor settings.

Adapting Activities for Children with Special Educational or Alternative Needs

Outdoor learning can offer unique benefits for children with special educational needs and disabilities (SEND). The sensory-rich environment and open-ended nature of outdoor play can support diverse learning styles and abilities. However, thoughtful adaptations may be necessary to ensure full participation and engagement.

When adapting activities, consider the individual needs of each child. A personalised approach, as advocated by Hewitt et al. (2021), can significantly enhance the outdoor learning experience for children with SEND. This might involve:

1. Physical adaptations: Ensure pathways are accessible for children with mobility issues. Create raised garden beds or sensory tables at different heights to accommodate wheelchair users or children who struggle with bending.
2. Sensory considerations: For children with sensory processing difficulties, provide quiet spaces or ‘retreat’ areas where they can take breaks from overstimulating environments. Offer noise-cancelling headphones or sunglasses for children sensitive to sound or light.
3. Visual supports: Use visual schedules, picture cards, or symbols to help children understand and follow outdoor activities. This can be particularly helpful for children with autism spectrum disorders or communication difficulties.
4. Tactile experiences: For children with visual impairments, focus on tactile experiences. Create sensory trails with different textures or provide natural materials with interesting feels and shapes for exploration.
5. Simplified instructions: Break down complex activities into smaller, manageable steps. Use clear, concise language and demonstrate actions where possible.
6. Buddy systems: Pair children with peers who can offer support and encouragement during activities. This can promote social interaction and peer learning.

Remember, adaptations that benefit children with SEND often enhance the learning experience for all children. For example, visual supports can help all young children better understand and engage with activities.

Promoting Diversity and Cultural Awareness Outdoors

Outdoor learning environments offer excellent opportunities to celebrate diversity and promote cultural awareness. By incorporating diverse perspectives and cultural traditions into outdoor activities, we can create more inclusive and enriching experiences for all children.

Consider the following approaches:

1. Diverse planting: Include plants from different cultures in your garden areas. This can lead to discussions about different cuisines, traditional medicines, and cultural practices. As Nimmo and Hallett (2008) suggest, gardening activities can be a powerful tool for exploring cultural diversity.
2. Storytelling from around the world: Create an outdoor storytelling area where you can share folktales and stories from various cultures. This can help children appreciate different narrative traditions and cultural values.
3. Global games: Introduce outdoor games from different countries and cultures. This not only promotes physical activity but also helps children understand and appreciate cultural differences.
4. Multicultural celebrations: Incorporate outdoor elements into celebrations of cultural festivals from around the world. This might involve creating decorations, preparing traditional foods, or engaging in festival-specific activities.
5. Inclusive representation: Ensure that any images, books, or materials used in your outdoor classroom represent diverse cultures and ethnicities. This helps all children see themselves reflected in the learning environment.
6. Multilingual signage: If you have children in your setting who speak different languages, consider including multilingual labels or signs in your outdoor area. This validates children’s home languages and promotes linguistic diversity.
7. Cultural nature connection: Explore how different cultures connect with nature. This might involve discussing traditional ecological knowledge, exploring cultural symbolism in nature, or learning about conservation practices in different parts of the world.

By adapting activities for children with SEND and promoting cultural diversity in outdoor learning, we create more inclusive environments that benefit all children. This approach aligns with the EYFS principle of the unique child, recognising that every child is a competent learner from birth who can be resilient, capable, confident and self-assured.

Remember, creating an inclusive outdoor learning environment is an ongoing process. Regularly reflect on your practices, seek feedback from children and families, and be open to making adjustments as needed. This flexible, responsive approach will help ensure that your outdoor classroom remains a space where all children can thrive and learn.

Overcoming Challenges

While outdoor learning offers numerous benefits, it also presents unique challenges that Early Years practitioners must navigate. This section explores strategies for addressing common obstacles, ensuring that outdoor classrooms remain engaging, safe, and educational spaces throughout the year.

Weather Considerations

The British weather can be unpredictable, but with proper planning, outdoor learning can continue in almost any conditions. The key is to adopt the Scandinavian approach of “There’s no such thing as bad weather, only bad clothing” (Rosenthal, 2008).

Firstly, establish clear guidelines for outdoor play in different weather conditions. This might include:

• Temperature thresholds for outdoor activities
• Wind speed limits for safety
• Air quality considerations, particularly in urban areas

Ensure you have appropriate clothing and equipment for various weather conditions. This could include:

• Waterproof suits and wellies for rainy days
• Sun hats and sunscreen for hot weather
• Warm, layered clothing for cold days

Consider creating sheltered areas in your outdoor space. These could be permanent structures like pergolas or temporary solutions like pop-up gazebos. These spaces allow children to continue outdoor learning even in light rain or strong sun.

Embrace the learning opportunities that different weather conditions offer. For instance, rainy days are perfect for exploring concepts of water flow and volume, while windy days can be ideal for kite flying or observing how seeds disperse.

Maintaining Engagement

Keeping children engaged in outdoor learning requires thoughtful planning and a flexible approach. Here are some strategies to maintain interest and enthusiasm:

1. Follow children’s interests: Observe what captures children’s attention outdoors and build on these interests. For example, if children are fascinated by a colony of ants, you might develop a project around insect homes or animal communities.
2. Rotate activities and materials: Regularly introduce new elements to your outdoor classroom to maintain novelty and excitement. This could involve changing the items in your mud kitchen, introducing new construction materials, or setting up temporary investigation stations.
3. Incorporate challenge and risk: Appropriate levels of challenge and managed risk can increase engagement. As Sandseter (2009) found, risky play is crucial for children’s development and can increase their motivation to engage with outdoor environments.
4. Use provocations: Set up intriguing displays or activities to spark curiosity and prompt exploration. This might involve arranging natural objects in unusual ways or posing open-ended questions for investigation.
5. Balance structured and unstructured time: While planned activities are important, also allow time for free exploration and child-led learning.
6. Integrate indoor and outdoor learning: Create connections between indoor and outdoor activities to maintain continuity of learning and interest.

Staff Training and Support

Effective outdoor learning requires confident and knowledgeable staff. Investing in training and ongoing support is crucial for the success of your outdoor classroom.

1. Initial training: Provide comprehensive training for all staff on the principles and practices of outdoor learning. This should cover safety procedures, activity planning, and the benefits of outdoor education.
2. Ongoing professional development: Offer regular opportunities for staff to expand their outdoor learning skills. This might include workshops on specific topics like forest school techniques or nature-based art.
3. Peer learning: Encourage staff to share ideas and best practices. This could involve regular team meetings focused on outdoor learning or a system for sharing activity ideas.
4. Resource provision: Ensure staff have access to relevant books, online resources, and equipment to support their outdoor teaching.
5. Reflective practice: Encourage staff to regularly reflect on their outdoor teaching experiences. Knight (2011) emphasises the importance of reflective practice in developing effective outdoor learning strategies.
6. Support for personal comfort: Some staff may initially feel uncomfortable teaching outdoors. Provide support to help them build confidence, such as pairing them with more experienced colleagues or offering additional training on managing outdoor environments.
7. Time for planning: Allocate sufficient time for staff to plan and prepare outdoor learning activities. This is crucial for creating meaningful, curriculum-linked outdoor experiences.

By addressing these challenges proactively, you can create a robust and sustainable outdoor learning programme. Remember, overcoming obstacles often leads to innovative solutions that enhance the overall quality of your outdoor classroom. The key is to maintain a positive attitude, stay flexible, and view challenges as opportunities for growth and learning.

Measuring Impact and Progress

Assessing children’s learning and development in outdoor settings is crucial for ensuring the effectiveness of your outdoor classroom. This section explores strategies for observation and assessment, documenting learning journeys, and involving parents and carers in the process.

Observation and Assessment in Outdoor Settings

Outdoor environments offer unique opportunities for observing children’s learning and development. The less structured nature of outdoor play often allows children to demonstrate skills and knowledge in ways that might not be apparent indoors.

When conducting observations outdoors, consider using a range of methods to capture the full breadth of children’s experiences:

1. Running records: These detailed, objective accounts of children’s activities can provide rich insights into their learning processes. For example, you might record a child’s problem-solving approach as they figure out how to build a den with natural materials.
2. Learning stories: This narrative approach, developed by Margaret Carr (2001), involves writing brief, specific accounts of children’s learning experiences. Learning stories are particularly effective for capturing the context and significance of outdoor learning moments.
3. Photographic and video evidence: Visual documentation can be especially valuable in outdoor settings, capturing children’s engagement with the environment and their peers. Ensure you have appropriate permissions for capturing and using images of children.
4. Checklists and frameworks: While it’s important not to be overly prescriptive, having a framework aligned with the EYFS can help ensure you’re observing across all areas of learning. For instance, you might use a checklist to note instances of children demonstrating particular skills or knowledge outdoors.

Remember that assessment in outdoor settings should be largely formative, focusing on understanding and supporting children’s learning rather than making summative judgments. As Waite (2011) suggests, outdoor observations often reveal children’s capabilities in ways that standardised assessments might miss.

Documenting Learning Journeys

Documenting children’s learning journeys in outdoor settings helps to create a comprehensive picture of their development over time. This documentation serves multiple purposes:

1. It provides evidence of progress for formal assessment and reporting.
2. It helps practitioners reflect on and improve their practice.
3. It offers insights that can inform future planning.
4. It creates a meaningful record for children and their families.

Consider creating individual outdoor learning journals for each child. These might include:

• Photographs and descriptions of significant learning moments
• Samples of children’s work, such as drawings inspired by nature
• Quotes from children about their outdoor experiences
• Observations linked to EYFS learning goals

Digital tools can be particularly useful for documenting outdoor learning. Many Early Years settings use apps or online platforms that allow practitioners to quickly capture and organise observations, often linking them directly to EYFS outcomes. Read our in-depth Article on Early Years Outcomes here.

When documenting learning journeys, focus on progress over time rather than isolated achievements. For example, you might track how a child’s approach to risk-taking in outdoor play evolves over several months.

Involving Parents and Carers

Engaging parents and carers in the assessment process can provide a more holistic view of children’s learning and development. Moreover, it can help extend the benefits of outdoor learning beyond the setting. Here are some strategies for involving families:

1. Regular updates: Share observations and documentation with parents regularly. This could be through physical learning journals, digital platforms, or email updates.
2. Two-way communication: Encourage parents to share their own observations of their child’s outdoor play and learning at home. This can provide valuable insights and help create continuity between home and setting.
3. Parent workshops: Offer sessions to help parents understand the value of outdoor learning and how they can support it at home. This might include practical ideas for outdoor activities or guidance on observing learning through play.
4. Home learning ideas: Provide suggestions for outdoor learning activities that families can do at home. This could be as simple as a nature scavenger hunt in the local park or growing plants on a windowsill.
5. Celebration events: Host outdoor learning celebration days where parents can participate in activities alongside their children. This gives them first-hand experience of the outdoor learning environment.
6. Parent surveys: Regularly seek feedback from parents about the outdoor learning programme. This can help you understand its impact from their perspective and identify areas for improvement.

By involving parents and carers in this way, you create a collaborative approach to assessment that values input from all those involved in a child’s learning journey.

Effective measurement of impact and progress in outdoor settings requires a thoughtful, multi-faceted approach. By combining careful observation, comprehensive documentation, and family engagement, you can create a rich picture of each child’s development. This not only supports effective assessment but also helps to continuously improve your outdoor learning provision, ensuring it meets the needs of all children in your care.

Composite Example Case Studies

To illustrate the practical implementation and impact of outdoor classrooms in UK Early Years settings, we’ll look at two composite example case studies. These are not based on specific real settings, but rather bring together common experiences and best practices observed across various Early Years outdoor learning initiatives.

Sunflower Nursery: Transforming a Small Urban Space

Sunflower Nursery, a small setting in an urban area of Manchester, faced the challenge of limited outdoor space. With only a 10m x 5m concrete yard available, the staff were initially sceptical about the potential for meaningful outdoor learning.

The nursery manager, inspired by the work of Jan White on outdoor provision in Early Years (White, 2014), initiated a project to reimagine their outdoor area. They:

1. Installed raised beds along one wall for gardening activities
2. Created a sensory path using different textures (bark chips, pebbles, artificial grass)
3. Set up a covered area with a tarp to allow outdoor play in all weather
4. Introduced large loose parts (crates, planks, tyres) for construction play
5. Established a nature investigation station with magnifying glasses and identification charts

The impact was significant:

• Children spent an average of 2 hours more per day engaged in outdoor play
• Staff reported increased levels of sustained, child-led learning
• Parents noted improvements in their children’s physical skills and confidence
• The setting’s next Ofsted inspection highlighted the “innovative use of limited outdoor space” as a strength

Key to the success was ongoing staff training and the establishment of an ‘outdoor champion’ role, rotating among staff members monthly. This ensured continuous development of the outdoor provision and maintained staff engagement.

Woodland Wonders: A Rural Setting Embracing Forest School Principles

Woodland Wonders, a nursery in rural Devon, had the advantage of extensive grounds including a small wooded area. Despite this, they initially struggled to make full use of their outdoor space, with children spending most of their time in traditional playground areas.

Inspired by the forest school approach (Knight, 2013), the setting embarked on a journey to fully integrate outdoor learning into their daily practice. They:

1. Trained two staff members as forest school leaders
2. Established a fire pit area for group activities and cooking
3. Created a tool use area for woodworking skills
4. Set up a weather station for daily observations
5. Introduced weekly nature art activities using only found materials

The nursery also adopted a flexible approach to their daily routine, allowing for extended periods of outdoor exploration. They implemented a ‘flow’ system where children could freely move between indoor and outdoor spaces throughout the day.

The results were impressive:

• Children demonstrated increased problem-solving skills and resilience
• Instances of challenging behaviour decreased by 40%
• Staff reported higher job satisfaction and reduced stress levels
• Parents became more engaged, with many participating in weekend family forest school sessions

A key factor in their success was the strong emphasis on risk-benefit assessment rather than risk avoidance. This allowed children to engage in challenging activities safely, promoting their confidence and independent risk management skills. Read our in-depth Article on the Forest School Approach here.

Both these composite examples demonstrate how, with careful planning, training, and a commitment to ongoing development, outdoor classrooms can significantly enhance Early Years provision. They show that regardless of the physical space available, there are always opportunities to create rich, engaging outdoor learning environments that support children’s holistic development.

Conclusion

As we conclude our exploration of outdoor classrooms in Early Years settings, it’s clear that the benefits of nature-based learning are both profound and wide-ranging. The outdoor environment offers unique opportunities for holistic development, supporting children’s physical, cognitive, social, and emotional growth in ways that complement and enhance indoor learning experiences.

Key Takeaways

Throughout this discussion, several crucial points have emerged:

1. Outdoor learning aligns closely with the EYFS framework, supporting all areas of learning and development. From literacy and numeracy to physical development and understanding the world, the outdoor classroom provides rich contexts for exploration and discovery.
2. Effective outdoor classrooms require thoughtful planning and design. Whether working with a small urban space or an expansive rural setting, it’s possible to create engaging outdoor learning environments that meet children’s diverse needs.
3. Seasonal changes offer valuable learning opportunities. By adapting activities to the changing natural environment, we can help children develop a deep understanding of natural cycles and the world around them.
4. Inclusive outdoor learning is essential. With careful consideration and appropriate adaptations, outdoor classrooms can support children with special educational needs and promote cultural diversity.
5. Overcoming challenges, such as weather considerations and maintaining engagement, requires creativity and flexibility. However, these challenges often lead to innovative solutions that enhance the overall quality of outdoor provision.
6. Measuring impact and progress in outdoor settings involves a combination of careful observation, comprehensive documentation, and family engagement. This multi-faceted approach provides a rich picture of each child’s development.
7. Staff training and support are crucial for the success of outdoor learning programmes. Confident, knowledgeable practitioners are key to maximising the potential of outdoor classrooms.

Encouragement to Start or Expand Outdoor Learning Programmes

For those yet to embark on their outdoor learning journey, or those looking to expand their current provision, the evidence is clear: outdoor classrooms offer significant benefits for children’s learning and development. As Waite (2020) argues, outdoor learning is not an “optional extra” but an essential component of high-quality Early Years education.

Starting or expanding an outdoor learning programme doesn’t require a complete overhaul of your setting overnight. Begin with small steps:

1. Audit your current outdoor space. What opportunities for learning already exist? What simple changes could enhance these opportunities?
2. Involve your team in the process. Their insights and enthusiasm will be crucial for successful implementation.
3. Start with a few key activities or areas, perhaps focusing on one aspect of learning such as scientific exploration or physical development.
4. Seek support and ideas from other settings or outdoor learning networks. Many practitioners are eager to share their experiences and advice.
5. Involve parents and carers from the outset. Their support and engagement can significantly enhance the impact of outdoor learning.

Remember, the journey towards effective outdoor learning is ongoing. It requires continuous reflection, adaptation, and development. However, the rewards – for children, practitioners, and the wider community – are immeasurable.

As you move forward, keep in mind the words of Rachel Carson (1956): “If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in.” By embracing outdoor learning, we have the opportunity to be that adult, nurturing children’s innate curiosity and connection with the natural world.

In conclusion, outdoor classrooms offer a powerful tool for enhancing Early Years education. By taking learning beyond four walls, we open up a world of possibilities for children’s growth, development, and enjoyment. Whether you’re just starting out or looking to enhance your existing provision, the potential benefits make outdoor learning an investment well worth making.

Frequently Asked Questions

What Does Ofsted Say About Outdoor Learning?

Ofsted recognises the value of outdoor learning in Early Years settings. They emphasise that effective outdoor provision should offer children rich, stimulating experiences that support all areas of learning and development. Ofsted inspectors look for evidence that outdoor spaces are used effectively to promote children’s learning, physical development, and well-being.

Key points from Ofsted’s perspective include:

• Outdoor spaces should be accessible and used regularly throughout the day
• Activities should be purposeful and linked to children’s interests and developmental needs
• Risk assessment should be balanced with allowing children to take appropriate risks
• Staff should be actively engaged in supporting and extending children’s learning outdoors

Ofsted does not prescribe specific outdoor learning approaches but expects settings to demonstrate how their outdoor provision supports children’s progress across the EYFS framework.

What Are Some Examples of Outdoor Learning Ideas?

Outdoor learning can encompass a wide range of activities. Here are some popular examples:

1. Nature exploration: Bug hunts, leaf identification, bird watching
2. Gardening: Planting seeds, tending to vegetables, observing plant growth
3. Physical challenges: Obstacle courses, tree climbing (with supervision), balancing activities
4. Sensory experiences: Mud kitchens, water play, texture walks
5. Creative activities: Nature art, outdoor music-making, den building
6. Scientific investigations: Weather observations, simple experiments with natural materials
7. Literacy and numeracy: Outdoor storytelling, counting natural objects, shape hunts

The key is to adapt these ideas to your specific outdoor space and the needs of your children. Even small outdoor areas can accommodate many of these activities with creative planning.

What Is Outdoor Learning?

Outdoor learning in Early Years contexts refers to educational experiences that take place outside the traditional classroom setting. It involves using the natural environment as a resource for learning, play, and development.

Outdoor learning can include:

• Structured activities designed by practitioners
• Free play in natural environments
• Exploration of local parks, woodlands, or beaches
• Garden or allotment projects
• Forest school sessions

The philosophy behind outdoor learning is that children benefit from direct, hands-on experiences with the natural world. These experiences support physical development, enhance cognitive skills, promote emotional well-being, and foster a connection with nature.

Outdoor learning is not separate from the curriculum but should be integrated with indoor learning to provide a holistic educational experience. It supports all areas of the EYFS framework and can be particularly effective for children who struggle in traditional classroom settings.

How Can I Create an Outdoor Classroom with Limited Space?

Creating an effective outdoor classroom doesn’t necessarily require a large area. Even small spaces can be transformed into rich learning environments with careful planning:

1. Vertical gardening: Use wall spaces for hanging planters or create a living wall
2. Multipurpose areas: Design flexible spaces that can be used for different activities
3. Sensory elements: Incorporate various textures, sounds, and smells in a compact area
4. Mobile resources: Use wheeled storage for equipment that can be easily moved
5. Covered areas: Install a canopy or awning to create an all-weather space

Key strategies include:

• Maximising every available space, including walls and fences
• Choosing versatile, open-ended resources that can be used in multiple ways
• Rotating resources regularly to maintain interest and variety

Remember, the quality of the experiences you provide is more important than the size of your space. Even a small area can offer valuable outdoor learning opportunities when used creatively and thoughtfully.

How Do I Assess Children’s Learning in Outdoor Settings?

Assessing learning in outdoor settings requires a flexible, observational approach:

1. Use a variety of documentation methods: Photos, videos, learning stories, and anecdotal notes can capture rich evidence of children’s learning and development outdoors.
2. Focus on the process: Outdoor learning often involves complex, extended play scenarios. Pay attention to how children approach tasks, solve problems, and interact with others, not just the end result.
3. Link observations to EYFS outcomes: While outdoor play may look different from indoor activities, it still supports all areas of learning. Be familiar with the EYFS framework to recognise learning opportunities across all domains.
4. Involve children in the assessment process: Encourage children to reflect on their outdoor experiences. Their insights can provide valuable evidence of learning and inform future planning.
5. Consider the unique benefits of outdoor learning: Look for evidence of risk-taking, resilience, creativity, and connection with nature – qualities that may be particularly evident in outdoor settings.

Remember, effective assessment in outdoor settings is ongoing and formative, informing your practice and supporting children’s continued development. It should celebrate the unique learning opportunities that outdoor environments provide.

References

• Bilton, H. (2010). Outdoor learning in the early years: Management and innovation. Routledge.
• Canning, N. (2013). ‘Where’s the bear? Over there!’ – Creative thinking and imagination in den making. Early Child Development and Care, 183(8), 1042-1053.
• Carr, M. (2001). Assessment in early childhood settings: Learning stories. Sage.
• Carson, R. (1956). The sense of wonder. Harper & Row.
• Chalufour, I., & Worth, K. (2005). Exploring water with young children. Redleaf Press.
• Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2016). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320), 107-111.
• Fjørtoft, I. (2001). The natural environment as a playground for children: The impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29(2), 111-117.
• Fjørtoft, I. (2004). Landscape as playscape: The effects of natural environments on children’s play and motor development. Children, Youth and Environments, 14(2), 21-44.
• Gill, T. (2007). No fear: Growing up in a risk averse society. Calouste Gulbenkian Foundation.
• Gill, T. (2014). The benefits of children’s engagement with nature: A systematic literature review. Children, Youth and Environments, 24(2), 10-34.
• Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of outdoor play spaces for children aged 3–12 years: A scoping review. International Journal of Environmental Research and Public Health, 16(3), 400.
• Hewitt, L., Benjamin-Neelon, S. E., Carson, V., Stanley, R. M., Janssen, I., & Okely, A. D. (2021). A systematic review of outdoor play and learning environments in early childhood education and care centres. International Journal of Environmental Research and Public Health, 18(9), 4578.
• Keeler, R. (2008). Natural playscapes: Creating outdoor play environments for the soul. Exchange Press.
• Knight, S. (2011). Forest School for all. Sage.
• Knight, S. (2013). Forest School and outdoor learning in the early years. Sage.
• Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10, 305.
• McClintic, S., & Petty, K. (2015). Exploring early childhood teachers’ beliefs and practices about preschool outdoor play: A qualitative study. Journal of Early Childhood Teacher Education, 36(1), 24-43.
• Nimmo, J., & Hallett, B. (2008). Childhood in the garden: A place to encounter natural and social diversity. Young Children, 63(1), 32-38.
• Otte, C. R., Bølling, M., Stevenson, M. P., Ejbye-Ernst, N., Nielsen, G., & Bentsen, P. (2019). Education outside the classroom increases children’s reading performance: Results from a one-year quasi-experimental study. International Journal of Educational Research, 94, 42-51.
• Rosenthal, M. (2008). Under the weather: How weather and climate affect our health. Greystone Books.
• Sandseter, E. B. H. (2009). Characteristics of risky play. Journal of Adventure Education & Outdoor Learning, 9(1), 3-21.
• Ulset, V., Vitaro, F., Brendgen, M., Bekkhus, M., & Borge, A. I. H. (2017). Time spent outdoors during preschool: Links with children’s cognitive and behavioral development. Journal of Environmental Psychology, 52, 69-80.
• Waite, S. (2011). Teaching and learning outside the classroom: Personal values, alternative pedagogies and standards. Education 3–13, 39(1), 65-82.
• Waite, S. (2020). Where are we going? International views on purposes, practices and barriers in school-based outdoor learning. Education Sciences, 10(11), 311.
• Waller, T., Ärlemalm-Hagsér, E., Sandseter, E. B. H., Lee-Hammond, L., Lekies, K., & Wyver, S. (Eds.). (2017). The SAGE handbook of outdoor play and learning. Sage.
• Wasik, B. A., & Hindman, A. H. (2011). Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development. Journal of Educational Psychology, 103(2), 455-469.
• Wells, N. M., & Evans, G. W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35(3), 311-330.
• White, J. (2014). Playing and learning outdoors: Making provision for high quality experiences in the outdoor environment with children 3–7. Routledge.
• White, J. (2019). Playing and learning outdoors: The practical guide and sourcebook for excellence in outdoor provision and practice with young children. Routledge.
• Zamani, Z. (2016). ‘The woods is a more free space for children to be creative; their imagination kind of sparks out there’: Exploring young children’s cognitive play opportunities in natural, manufactured and mixed outdoor preschool zones. Journal of Adventure Education and Outdoor Learning, 16(2), 172-189.

Further Reading and Research

Recommended Articles

• Atchison, B., & Feely, M. (2020). ‘Nature is just another room’: Exploring outdoor provision in Norwegian, Danish and Scottish early childhood settings. Children’s Geographies, 18(4), 386-399.
• Coates, J. K., & Pimlott-Wilson, H. (2019). Learning while playing: Children’s Forest School experiences in the UK. British Educational Research Journal, 45(1), 21-40.
• Harris, F. (2017). The nature of learning at forest school: Practitioners’ perspectives. Education 3-13, 45(2), 272-291.
• Leather, M. (2018). A critique of “Forest School” or something lost in translation. Journal of Outdoor and Environmental Education, 21(1), 5-18.
• Norðdahl, K., & Jóhannesson, I. Á. (2016). ‘Let’s go outside’: Icelandic teachers’ views of using the outdoors. Education 3-13, 44(4), 391-406.

Suggested Books

• Bilton, H., Bento, G., & Dias, G. (2017). Taking the first steps outside: Under threes learning and developing in the natural environment. Routledge.
  • Focuses on outdoor experiences for children under three, offering practical advice and theoretical insights.
• Maynard, T., & Waters, J. (2021). Outdoor play in the early years. Sage.
  • Provides a comprehensive overview of outdoor play theory and practice in Early Years settings.
• Waite, S. (Ed.). (2017). Children learning outside the classroom: From birth to eleven. Sage.
  • Explores outdoor learning across different age groups and contexts, with practical examples and theoretical underpinnings.
• White, J. (2019). Playing and learning outdoors: The practical guide and sourcebook for excellence in outdoor provision and practice with young children. Routledge.
  • Offers practical guidance for creating effective outdoor learning environments, with numerous case studies and examples.
• Williams-Siegfredsen, J. (2017). Understanding the Danish forest school approach: Early years education in practice. Routledge.
  • Provides insights into the Danish approach to outdoor learning, with implications for practice in other contexts.

Recommended Websites

• Early Education
  • Offers resources, training, and publications on early childhood education, including outdoor learning.
• Learning Through Landscapes
  • Provides guidance, case studies, and resources for outdoor learning in schools and Early Years settings.
• Forest School Association
  • Offers information about Forest School principles, training opportunities, and resources for practitioners.
• Outdoor Classroom Day
  • Provides resources, activity ideas, and research to support outdoor learning globally.
• OPAL (Outdoor Play and Learning)
  • Offers a programme for schools to improve the quality of play times, with resources and case studies.

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Early Years TV Outdoor Classroom Ideas for Early Years Education Settings. Available at: https://www.earlyyears.tv/outdoor-classroom-ideas-early-years-education (Accessed: 25 March 2025).

Kathy Brodie

Kathy Brodie is an Early Years Professional, Trainer and Author of multiple books on Early Years Education and Child Development. She is the founder of Early Years TV and the Early Years Summit.

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