Reading Wyver, Little, and Elliots Outdoor Learning Environments made me realize that as a child, I was given a gift: the freedom to roam. Before the pressures of extracurriculars and college applications, my days after school were spent alone in the beautiful woods behind my house. I climbed on rocks, tramped through the leaves, explored the creek, and, sometimes, sat and just listened to the wind whistle through the trees.
Things have since changed. Parents have become increasingly cautious surrounding their child’s freedom. I often wonder if I hadn’t had the good fortune to 1) have such a large backyard leading into the woods and 2) been allowed to disappear into it for hours on end if I would be who I am today.
The book Outdoor Learning Environments: Spaces for Exploration, Discovery, and Risk Taking in the Early Years only affirms my personal experience. Of course while I was climbing up trees and over rocks, I was not thinking about the risk taking or other social emotional gains, but this free form exploration has benefited me in many ways.
My experience is not the only way, however – structured intentional play and exploration can have the same positive effects. This book is a mix of literature, accounts of experience, and standardized education frameworks. Though this book itself explains the value of “play”, contextualizing it within already established frameworks (ex. EYLF, the Early Years Learning Framework and the NQS, the National Quality Standard).
The book focuses mainly on the early education environments in schools, play centers, and daycares. These settings are important for a few key reasons. Early education programs are already more likely to provide more holistic and flexible programs, especially compared to standardized elementary, middle, and high school education. And early education is the formative base for much of the rest of your life.
This research can inform not only how we structure our curriculums, but also the infrastructure of schools. While concrete and turf are popular settings for children to burn energy, studies referenced show that “physical activity is best supported in outdoor environments comprising a diversity of landscape features that respond to a wide variety of young children’s interests and capabilities (Dyment, Bell, & Lucas 2009, Moore & Cosco, 2014). Adding green spaces not only psychologically calms the child, but allows them to be creative and think outside the box in the games they play.
If a child experiences and internalizes the values (risk taking, appreciation of surroundings, physical health, etc.) that are gained with outdoor play, they will remain part of their core as they move through life. One example of this is in food. While attention is often focused on the cafeteria options, research shows that planting and tending a garden leads to both a greater depth of knowledge about nutritious food, as well as long term positive effects on eating preferences and habits (Gibbs et al., 2013). Overall, studies have shown that intentional educational settings, (particularly those that incorporate hands-on activity) facilitate healthy behaviors and important life skills.
Some people are quick to dismiss the value of play, particularly as kids age. It is not something that is traditionally thought to create productive members of society, something that capitalism values above all else. Outdoor Learning Environments shows not only how important outdoor play itself is, but also how wide reaching the benefits are. It caters to the current education system we have, while also branching into the realm of social and emotional development.
Outdoor Learning Environments does not claim to be perfect and acknowledges its role and limitations. Frequently Western scholars with more privilege and access to academia end up publishing and claiming discoveries as their own. In the first section of the book, the authors acknowledge that “While the most documented early education philosophies are mainly European, it is recognised that most, if not all, cultural groups traditionally have supported children’s learning by establishing connections with nature”.
Overall, this book provides an excellent and well flowing overview of the value of outdoor play and education spaces. Viewing the spaces themselves as pedagogical, a framework of learning beyond the physical space itself, is a key shift that educators must make.