Most early childhood educators believe outdoor time is good for young children. But turning the outdoors into a real learning space takes planning, and practical hurdles get in the way. What do the benefits look like, and what holds teachers back?
The researchers reviewed 20 studies published between 2009 and 2020 from 10 countries, including Australia, the US, the UK and the Nordic countries. The studies drew on the views of young children, teachers and parents, and the researchers sorted the reported benefits and challenges into themes.
What they found:
- Children grew socially. Outdoors, children worked as teams, took on leadership and grew in confidence, communication and decision-making. They paid more attention and asked deeper questions.
- Learning was hands-on and used all the senses. Children dug in soil, tasted berries, built with natural materials and invented role-play. Learning grew when activities built on children's own ideas.
- Children and staff were healthier and happier. Children moved more yet seemed calmer. Adults noticed better appetite and sleep. Staff mood and energy rose too.
- Nature was a learning resource. Children preferred natural materials to commercial toys and learned from seasonal change. On the downside, not every child was keen, and rules like "don't pick the flowers" limited play.
- Teachers made the difference. Teachers worked best as guides, not lecturers. Seeing children's enthusiasm spurred them to go out more. The main challenge was teachers' lack of know-how, motivation or planning time, and the habit of teaching indoors.
- Practicalities could be managed. Dressing small children took time and some lacked suitable clothes, but weather also became a lesson, like flying kites on windy days. Other hurdles: distant or missing outdoor areas, traffic noise, risky tools and large groups. Partnerships with parents and the community helped, and tablets let teachers record activities and share them with families.
What this means for your practice
- Act as a guide. Follow children's ideas and help them make their own decisions instead of directing every step.
- Gather loose natural materials. Sticks, stones, leaves, water, sand and snow spark creative play and early math and writing activities like measuring and drawing.
- Plan for all the senses. Include things to touch, smell, hear and, safely, taste.
- Use the weather. Treat wind, rain and snow as learning chances, and let children practice dressing for conditions.
- No forest nearby? Bring nature in. Add plants and natural materials to your yard or classroom.
- Plan for risk. Think through activities with knives, fires or tree climbing, and how group size affects supervision.
- Bring parents and partners in. Share photos and records of outdoor learning. Parents in one study said it inspired more outdoor time at home.
- Use a tablet wisely. Document children's discoveries and look up answers to their questions together.
- Build your own confidence. Teachers who taught outdoors grew professionally and learned from colleagues. Seek training and team up with experienced outdoor teachers.
The Bottom Line
The researchers analyzed 20 studies from 10 countries and sorted the reported benefits and challenges of outdoor learning for young children. Outdoors, children were more active, creative and curious, used all their senses, worked as a team and took on leadership. Both children and staff were happier and more energetic. Sticks, stones, mud and water fueled play and learning, and children learned to care for plants and their surroundings. The biggest challenge was not weather or space but teachers: some lacked the know-how, confidence or motivation to teach outside, or felt it took too long to prepare. For educators, the review offers a clear picture of what to plan for, and shows that practical hurdles like weather can be handled with the right support.