Outdoor learning

Outdoor learning offers an opportunity for better results in learning process.

Must we always teach our children with books?

Let them look at the mountains and the stars up above.

Let them look at the beauty of the waters and the trees and flowers on the earth.

They will then begin to think, and to think is the beginning of a real education.

                                                                       (David Polis, 2012)

         School is a very important structured setting where children learn, but it’s not only where education takes place. There are many of different forms and places outside the classroom which promote and offer education such as playgrounds, local parks, museums, galleries, zoos, farms, etc.    

            There has been much research done to prove and highlight the significant role of outdoor learning in a child’s learning process.  According to Humberstone and Stan (2011), the outdoor learning promotes and contributes to pupil’s well being, better learning achievement and overall enjoyment.

         One of the most influential educational pioneers, Friedrich Froebel (1782-1852), had a massive impact on how outdoor learning is perceived. Froebel is well known for the kindergarten system. He based his experiment in the garden and viewed it as a community. He argued that natural environment is a key feature in child’s spiritual development (Joyce, 2012).

         According to Margaret McMillan (1860-1911), children learn more from natural environment. She emphasized the importance of children’s physical, language and emotional development contributes to receive effective learning outcomes. She opened the first open-air nursery school in 1911 (Tassoni, 2000).

         The next important educationalist who highlighted the value of outdoor learning was Susan Isaac (1885-1948).  Susan Isaac promoted the outdoor environment mostly for children aged 2 and 8 years. She stated that learning outdoor is rich in resourced and areas that stimulated and promoted different ways of child’s intellectual and emotional development (Humberstone and Stan, 2011) . 

     The outdoor learning contributed to nurturing children’s spiritual awareness, physical health, emotional well-being and intellectual life. Across many different forms and activities children can gain knowledge and understanding of the world. It highlights the importance in a child’s physical, emotional and social development through outdoor activities (Garrick, 2009).

      In twenty first century, the fears of crime, abduction and any other forms of accidents decreased children’s opportunities for outdoor learning.  However, it is important to help children identify and learn about risk and fun. Joyce (2012) stated that by helping children to identified risk and safety of outdoor learning, children develop their understanding, responsibilities and independent skills.  

       In conclusion, there are many valuable features about outdoor learning. Throughout the years learning outside the classroom was, still and will be promoted and encouraged in the education system.  There is no end of places where children can learn and develop their skills. For children, the outdoor environment and its realistic concept of the topic may be easier to understand and learn. Children are more engaged and motivated in learning process which converts learning into interesting, exploring, discovering and exciting adventure. Outside learning, for its form, may improve children’s attendance and reduce child’s behavioural problem. Additionally, it is an amazing opportunity to teach children about the environment, local area and the world they live in. It is principal opportunity to develop children’s responsibility as citizens. The mind map presented below will bring up all significant aspects of a child's outdoor learning. 

           

Reference

Garrick, R. (2009) Playing Outdoors in the Early Years. (2^nd ed) London: Continuum

Humberston, B. & Stan, I. (2011) Outdoor learning: primary pupils’ experiences and teachers’ interaction in outdoor learning.  Education 3-13: International Journal of Primary, Elementary and Early Years Education. 39:5, 529-540. Routledge

Joyce, R. (2012) Outdoor Learning: Past and Present. Maidenhead: Open University Press

Polis, D. (2012) quotes taken from http://fpdcc.com/conservation/  [accessed on April 5^th 2013]