The benefits of outdoor learning for children of all ages are well documented. Yet, opportunities for learning outdoors during school time are limited, even for children during their early years. This study investigated parents' and teachers' perspectives of the benefits of outdoor time for children.
Sixteen parents of young children (age 3-5) and two school staff (one teacher and one teacher assistant) from a primary school in England participated in this study. The parents completed a questionnaire consisting of both semi-structured and multiple-choice questions. The teacher and teacher assistant participated in one-on-one interviews lasting approximately 30 minutes. The open-ended questions used during the interviews were designed to complement and contrast the questionnaires completed by the parents.
Results indicated that the parents considered the outdoor environment equal to the indoor classroom in terms of providing an effective environment for learning. Three-fourths of the parents believed that their children “always” or “often” learn equally well in either environment. However, comments from the parents indicated that they “consider both environments equally beneficial as long as the time children spent outdoors is structured and adult-led.” Half of the parents indicated that less than 50 minutes of outdoor time per day was an appropriate amount of time for outdoor play and learning. Yet, most of the parents (88%) indicated that their children “always” or “often” enjoyed playing outdoors. Parents of boys generally reported more regular access to outdoor activity for their children than parents of girls. The teacher and teacher assistant also suggested that more boys than girls access the outdoors. Parent and teacher responses revealed several barriers to a more effective use of outdoor environments for promoting children's learning and development. From a parent's perspective, these barriers include a concern about the weather and appropriate clothing to protect children from inclement weather conditions. Additional barriers revolve around time, assessment targets, and a clear understanding about the benefits of outdoor learning for holistic child development.
This research indicates that the parents participating in this study value the outdoors as a learning environment yet also view it as an enjoyable place to play. While most parents seemed to value outdoor learning for promoting social and physical development, some parents had trouble seeing the value for the academic development of their child. The overall results indicate “a significant disconnect in parent and teacher perceptions related to the purpose and opportunities for learning outdoors.” This research highlights the importance of parents and teachers working together to develop strategies for promoting active learning opportunities for children in outdoor environments.
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