Outdoor Learning

   Outdoor learning provides the learner with many benefits for his or her learning experience. It is also argued by White (2011) that our outdoor experiences have a significant influence upon us as we grow up, such as the way in which we see the world and even our experience of learning in education later in the process. Therefore, learning outdoors from an early age is important for the individual, and it must be ensured that it is continued throughout the learner's education experience, not just something associated with the early years.

Source: http://www.merseyforest.org.uk/news/cheshire-kids-re-connect-with-nature-by-learning-outdoors/

   In terms of creativity, DFES (2006, cited in Harlen and Qualter, 2014, p.135) list a number of benefits to outdoor learning, and one of them is 'nurture creativity'. Therefore, the outdoor environment is a place where students can express and develop their creativity. Another association with outdoor learning is made by Bilton (2010), linking the environment with social development. This indicates that the outdoor environment helps to develop a child's social skills, as it is a place where children are often in groups.
    Despite, as mentioned above the fact that there are numerous benefits for the learner in relation to the outdoor classroom, it is generally often overlooked. Bilton (2010) provides some examples of why parents are afraid of letting their children play outside, such as fear of their child being in danger, increased use of technology by children, and also increased use of the car. Therefore, today parents are afraid to let their children outside to play, despite the many benefits for the child.
   Stan and Humberstone (2011) recognise that taking risks in the outdoor environment has potential for the learner, despite possible negative associations with it and in their research, they found that when the teacher becomes too concerned with the potential risks of the outdoor environment, it disrupts the experience for the learner. Bilton (2010, pp.27-28) agrees with this, and states that 'our role is to help children to help take risks and rise to challenges.' Therefore, outdoor learning requires risk taking by the individual, and the teacher has to accommodate for this. However, health and safety concerns may overshadow it, ignoring the potential benefits of taking risks in the outdoor environment.
   Current legislation in Wales regarding outdoor learning, such as the Foundation Phase, states that the environment for the pupil 'should promote discovery and independence and a greater emphasis on using the outdoor environment as a resource for children's learning' (DCELLS, 2015, p.3). This implies that the Foundation Stage curriculum identifies that outdoor learning for the individual is important. However, due to the various barriers of the potential of the outdoor classroom, it is easy to overlook it for other indoor learning activities, due to the risks.

   The video below shows some examples of activities that children may take part in through the outdoor environment. It also provides what benefits the children  by learning outdoors. This is created by an organisation Learning Through Landscapes (Wales, Grounds for Learning is the Scotland equivalent).



   There have been numerous occasions in my education that have been in the outdoor environment. Two examples of these are listed below.

1. We were provided with a list and a task to do in groups, and we were required to go outside and take pictures. We had to take pictures of something that we found outside that corresponded to the letter on the list. I thought this was a fun and engaging experience, and that it is something that could be adapted to meet the learning needs of any age, both primary and secondary.
2. Another example of outdoor learning that I have experienced in primary school was in year two. We went to a local garden and put into small groups. The task that we were given was to look at the nature, such as looking for insects, and tick off from a list what we saw. This is an example of how the task above (1) can be adapted to any age range, instead of taking pictures of what we saw, we had to tick them from a list. 

   Both of these experiences have involved being in a group, so working with other people is a skill which is developed in the outdoor learning environment, as suggested by Bilton (2010). Therefore, it is also a key feature of outdoor learning. However, it is unclear if outdoor learning can be linked with a specific subject, as sufficient planning would have to be made by the teacher to ensure that the learning is used to its full potential.

   In conclusion, there are many benefits for children of outdoor learning, but there are a number of reasons why parents, for example are reluctant to let children outside. Despite this, in the twenty first century even with increased use of technology by children there are still organisations and governments that acknowledge the need to experience learning outside in terms of education, and there is a general understanding that outdoor learning is important for the child.


References

Bilton, H (2010) Outdoor Learning in the Early Years. 3rd Edn. Abington: Routledge.

Harlen, W. and Qualter, A. (2014) The Teaching of Science in Primary Schools. Dawsonera [Online]. Available at:
https://www-dawsonera-com.ezproxy.uwtsd.ac.uk/readonline/9781315850962 (Accessed 27 April 2016).

Stan, I. and Humberstone, B. (2011) 'An Ethnography of the Outdoor Classroom - How Teachers Manage Risk in the Outdoors', Ethnography and Education, 6 (2), (June), pp.213-228. EBSCOhost [Online]. Available at: http://web.b.ebscohost.com.ezproxy.uwtsd.ac.uk/ehost/pdfviewer/pdfviewer?sid=436ab833-bb52-444a-90fc-dafeb8c9b648%40sessionmgr103&vid=1&hid=128 (Accessed 15 April 2016).

Wales: Department for Children, Education, Lifelong Learning and Skills, (2015) Foundation Phase Framework (Revised 2015). Cardiff: Welsh Government. [Online] Available at:

http://gov.wales/docs/dcells/publications/150803-fp-framework-en.pdf (Accessed 15 April 2016).

White, J. (ed) (2011) Outdoor Provision in the Early Years. Dawsonera [Online]. Available at: https://www-dawsonera-com.ezproxy.uwtsd.ac.uk/readonline/9781446209578/startPage/ (Accessed 14 April 2016).