Most early childhood educators agree that outdoor time is good for young children. But making the outdoors a real place for learning takes planning, and practical hurdles get in the way. This review asked what research says about the benefits and the challenges.
The researchers reviewed 20 studies published between 2009 and 2020 from 10 countries, including Australia, the US, the UK, Norway, Sweden and Finland. The studies drew on the views and experiences of young children, teachers and parents. The researchers sorted what the studies reported into six themes of benefits and challenges.
What they found:
- Children grew socially and personally. Outdoors, children worked in teams, took on leadership roles and gained confidence, independence and communication skills. Teachers in some studies saw children pay closer attention and ask deeper questions.
- Learning was hands-on and used all the senses. Children dug in soil, tasted garden berries and vegetables, built with natural materials and made up their own role-play. Outdoor settings sparked creativity and curiosity, especially when activities grew from children's own ideas.
- Children were more active and joyful. Children moved more outdoors than indoors, yet also seemed calmer. They were excited and happy to be outside, and found their own pleasures, from climbing trees to listening to sounds.
- Nature was a learning resource, with some limits. Sticks, stones, water, mud and sand supported everything from pretend play to measuring and drawing. Seasonal changes helped children learn about nature, and caring for plants built positive feelings toward the environment. On the downside, not every child was keen, and rules such as not picking plants limited play.
- Teachers made the difference. Teachers worked best as guides who supported children's interests and decisions, rather than directing every step. Children's enthusiasm motivated teachers to go outside more often. The main challenge was teachers' lack of know-how or motivation, the time it took to prepare, and the habit of teaching indoors.
- Practical matters could help or hinder. Weather could stop outdoor plans, and dressing small children took time. But children also learned to dress for the weather and to use it, such as flying kites on windy days. Other challenges included outdoor areas that were far away or missing, traffic noise, risky activities such as using tools or climbing, and large groups. Working with parents and the community supported outdoor learning.
What this means for your practice
- Act as a guide. Teachers mattered most as supporters of children's own interests. Follow children's ideas outdoors and help them make their own decisions.
- Offer natural materials. Children used sticks, stones, leaves, water and sand for creative play and early math and writing. Make loose natural materials easy to reach.
- Plan for all the senses. Hands-on, sensory learning was a key benefit. Include things to touch, smell, hear and look at closely.
- Treat weather as part of learning. Weather was both a hurdle and a resource. The researchers conclude that it can often be handled with suitable clothing, so help children learn to dress for conditions.
- Use the six themes as a planning checklist. The researchers suggest their themes can help educators think through what outdoor learning needs. The themes are children's development, health, hands-on learning, nature experiences, the teacher's role and practical organization, which covers weather, space, safety and parents.
- Seek training and support. Since teachers' know-how was the main challenge, the researchers recommend including outdoor learning in teacher training and ongoing professional development.
The Bottom Line
The researchers analyzed 20 studies from 10 countries and grouped what they reported about the benefits and challenges of outdoor learning for young children. Outdoors, children developed socially, learned through hands-on activities that used all their senses, were more creative and physically active, and showed more joy. Natural materials and the changing seasons gave children rich chances to learn about nature, and teachers played a key role as guides. The greatest challenge was teachers' lack of knowledge, confidence or motivation to teach outdoors. The researchers conclude that practical hurdles such as weather were often manageable. For educators, the review offers a clear picture of what to plan for, and the researchers recommend that teacher training include outdoor learning.