Outdoor Learning
 

Outdoor Learning and the Grade 1 Curriculum

Research shows that a planned approach to outdoor learning can result in an increase of successfully reaching curricular outcomes, positively impact mental health and well-being of students, develop a lifelong appreciation of the world, improve social and communication skills, and independence (Robertson, 2014).

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Many curricular outcomes can be reached through outdoor learning. Please look under the :Curriculum" tab to see many ideas and ways this can be done. 

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Benefits of Outdoor Learning

Many educators may experience barriers to outdoor learning such as bad weather, lack of knowledge on outdoor education, lack of environmental space, or lack of time. However, regardless of the barriers we may face, it is important to know and understand the benefits of outdoor learning. Outdoor learning provides new opportunities, and experiences for children to explore. It also grows confidence and builds self-esteem. Children are more likely to feel a sense of belonging, respect, and understanding when learning outside (Constable, 2014).

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Outdoor learning is beneficial for all grades and abilities. In my short experience with teaching outdoors, I have been able to see many benefits and skills develop that I wouldn't have seen in an indoor classroom.

 

Benefits of outdoor learning:

• Improved classroom management and less time spent addressing unwanted behaviours

• Deepens learning

• Introduces new sensory experiences (Hanscom, 2016)

• Increases engagement

• Develops life skills beyond the curriculum

• Increases problem solving skills

• Develops critical thinking skills

• Encourages teamwork

• Builds independence by encouraging children to try for themselves and make mistakes

• Improves leadership

• Develops empathy and responsibility

• Improves fine and gross motor skills

• Cross-curricular outcomes easily met

• Encourages the use of imagination

• Supports holistic development

• Improves mental health through connections with nature, fresh air, and exercise

• Encourages healthy risk-taking

• Improves self-regulation 

• Promotes language development

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“Learning outdoors is different from learning in the traditional classroom, because the physical boundaries and structures do not seem to exist” (Klein, 2001). The outdoor environment is continually changing. Unlike the indoor classroom, students will not get bored of the same environment every day. This makes every day a new learning adventure and this is why the environment is often referred to as the "third teacher" (a term coined by Loris Malaguzzi) and the extended classroom. There is so much we can learn from the outdoors; the possibilities are endless!

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Not only are there benefits of learning outdoors but, “Children feel more comfortable when in a natural environment, and their knowledge about nature, the world, and themselves increases” (Card & Burke, 2021). Our outdoor learning time is sacred in my classroom. If we go a number of days without learning outside, my students ask when we will be going out next. This doesn't happen in any other subject that we learn within the classroom. 

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Outdoor Learning and the Weather

The Finland education system is widely considered one of the best in the world. Along with a lot of playful learning, they also have a 15 minute outdoor free-play break every hour regardless of the weather (Sahlberg & Doyle, 2019).

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I will be the first to admit that learning outside during Saskatchewan's winters may not be everyone's "cup of tea" or idea of fun. However, I believe that it is important to learn and explore outside in all weather. In Let the Children Play: How More Play Will Save Our Schools and Help Children Thrive, Sahlberg and Doyle state, "There is no bad weather. Only inadequate clothing" (Sahlberg & Doyle, 2019).

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Dressing appropriately for the weather is so important for both educators and students. Not being properly dressed can easily ruin the fun of outdoor learning. If you are interested in taking your students outside, I highly recommend investing in good winter gear. It is also important to be clear with families that you will be learning outside in all weather conditions.

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Teaching at a community school, in a transient community with many immigrant families, many of my students come to school without the proper gear and many times it is the first winter they have ever experienced. We are lucky to have some winter gear donated to us through the school, but I as well reached out to family and friends for winter gear for my classroom. Oftentimes, when students take this gear home it does not get returned, so I have the students keep the gear they received from school to stay at school so that we can successfully continue learning outdoors and everyone stays warm and enjoys their time outside. For families that can provide proper snow gear, I send frequent reminders of what to pack for their children.

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Health Benefits and Risks

With many things, there are both benefits and risks. Outdoor learning is no different. It brings both benefits and risks, although the benefits strongly outweigh the risks you may face. I have been very lucky in my outdoor learning experience. I have not yet experienced any injuries from my students while learning outside, but that does not mean that it won't happen.

 

Health Benefits of Outdoor Learning:

• "When children are outside they move more, sit less, and play longer. (These) behaviours are associated with improved cholesterol levels, blood pressure, body composition, bone density, cardiorespitory, and muscoskeletal fitness and aspects of mental, social, and environmental health" (Sahlberg & Doyle, 2019).

• “The research strongly suggests that time in nature can help many children learn to build confidence in themselves; reduce the symptoms and attention deficient hyperactivity disorder, calm children, and help them focus" (Walker, 2017).

• “There are some indications that natural play spaces can reduced bullying. It can also buffer to child obesity...and offers other psychological and physical health benefits” (Walker, 2017).

• Children with more outdoor time showed consistently higher levels of attention and short term memory and less Attention Deficit Disorder symptoms (Sahlberg & Doyle, 2019).

• Exposure to dirt, animals, and germs from an early age can actually improve the immune system (Hanscom, 2016).

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Risks of Outdoor Learning:

Outdoor learning poses a lot more risks than being in the traditional classroom setting, however, outdoor learning is safer than you think and when healthy risk-taking is involved, it is good for you! "Letting children take risks boosts their confidence and self-esteem" (Hansom, 2016). In turn, “Children with higher self-esteem are certainly better learners, more willing to learn, explore and try without the fear of failure.” (Constable, 2014).

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Educators and parents are often doing everything it takes to keep children safe, but when we are overly protective, we inhibit their ability to develop holistically as well as inhibit the development of healthy risk-taking skills. Modern day playgrounds have been designed to be safer and less challenging in order to lower the possibility of injury. "In an attempt to make playgrounds safer, we have done the extreme. We’ve created equipment that no longer challenges or stimulate children in ways that support healthy development" (Hanscom, 2016). It is important that we encourage healthy (yet safe) risk-taking in our outdoor learning activities. I admit that I was (and at times still am) over protective, and safe.. As an educator, it is important that you are comfortable with the activities your students are doing and are able to assess the risks your students may face. It is your responsibility to keep your students safe, therefore It is important to introduce healthy risk-taking in a safe and responsible way. An example that comes to mind is that I would have never let my students climb trees. There are many risks that come with tree climbing, however, after listening to Jennifer Mason, a talented Early Learning Educator, Vice Principal, and outdoor learning advocate share her rules around tree climbing (no climbing higher than where you can touch from the ground, and always have 2 points of body contact on the tree), I feel more comfortable allowing my students to explore that skill if they wish. ​

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If you do experience small injuries such as scrapes and bruises, it is important to not make a big deal about the situation. ​If we model that getting small injuries is simply a normal part of playing outdoors, students will come to realize that bruises, cuts, and scrapes aren’t really that big of a deal. It is important to keep bandages handy just in case (Hanscom, 2016).

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In Bringing the Forest School Approach to Your Early Years Practice, Karen Constable makes some suggestions on how to assess your outdoor learning space for risks:

• How do you get to your outdoor learning site? Is there risks on the way?

• Are the boundaries clear and secure?

• Is there public access to your outdoor learning site? Who might the children come in contact with?

• Do other groups use your outdoor learning space?

• Are there toilets near your site?

• Is there open water near your site?

• What is the weather like?

• What are the staff to child ratios? The more adults the better.

• What other risks may there be? Ex: needles, glass, etc. (Constable, 2014)

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Although the benefits strongly outweigh the risks of outdoor learning, it is important to be responsible and aware of the risks that you and your students may face when learning outside. If there are parent concerns, address them immediately and be respectful of their wishes.

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Tips for Observing and Assessing Outdoor Learning

Observing and assessing outdoor learning is very similar to observing and assessing play.

• Teachers, administrators, and families may question how well curricular outcomes are reached through outdoor learning. It is important that the learning is well documented for this reason, as well as for your own records and assessment of learning. Documentation is important when faced with questions/challenges about student learning. It as well provides students and teachers with visuals of what they know and have learned.

• Documentation is SO important. There are many ways documentation can be done. This can be shown in the classroom through monthly learning snapshots, digital learning portfolios, photos, videos, anecdotal records, recordings, conversations, poster/bulletin boards, student sample work, diagrams, posted outcomes, and "I can" statements, etc.

• Make outcomes clear. Make sure you know exactly what you are looking for/assessing that day and know what skills you want the children to learn.

• Share evidence of learning with families.

• Provide feedback to children.

• Individualize assessments for children.

• Reflect on what you are seeing as an educator and what is being learned by the students and then decide what direct instruction is necessary. (Kobalyk & Kalyn, 2017)

• Keep a checklist of students, so you know who has been observed and listened to.

• Slow down and be present with your students.

• Make every new discovery a big deal and celebrate the learning with them. Observe their learning carefully and be involved in what they are doing in an authentic way.

• Model your wonder and curiosity for the outdoors. ​“If a child is to keep alive his (her) innate sense of wonder he (She) needs the companionship of at least one adult who can share the joy, excitement and mystery of the world we live in.” -Rachel Carson (Klein, 2001)

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Outdoor Learning and the TRC Calls to Action

Bringing your students outside to learn is a small piece of doing our part as educators in the TRC Calls to Action. During outdoor learning, students can make connections to living things and Indigenous communities. It supports holistic development and you can learn about Indigenous teachings such as making offerings to the Mother Earth in your outdoor learning. 

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“Land-based pedagogy provides a traditional foundation for Indigenous students through an affirmation of learning approaches supported by Elders and community members” (Card & Burke, 2021). It also allows students to have a reconnection with the land, themselves, language, and communities (Card & Burke, 2021). 

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Want to learn more about outdoor learning? Check out the "Tips & Tricks" and the "Resources" tab.

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