Creative Opportunities in Outdoor Learning Environment

‘The most neglected and misunderstood dimension of the planned curriculum is the creation of an environment or setting in which education is to take place’ (Kelly and Blenkin 1988, p.35)

Learning in outdoor environments allows many creative opportunities for children to gain a sense of freedom that allows them to discover and explore new things, supported by Baldock (2001) who says that outdoor space provides children with greater opportunities for independence. By having outdoor learning experiences and being physically active and engaged, children can have a much more positive attitude towards learning as it is an enjoyable learning strategy. With the positive attitudes comes a new found confidence when gaining new knowledge and thinking for themselves. Discovery is a key element to creativity, and outdoor learning environments can certainly provide a basis for that and create opportunities for children to learn about their surroundings and the natural world.

Outdoor learning environments can be used for children to interact with each other in creative activities such as role play, using and experimenting with outdoor materials to build and create new play resources. Many children often feel freer and at ease whilst learning outdoors which can result in an increase in their overall interactions with others, and allow children to become much more confident in voicing their own opinions and ideas.

Bilton (1988) suggests that children need space at the early stages of their learning as movement and the ability to explore and actively find out things is crucial to their development.

There are many useful ways that outdoor learning can promote creativity, with visual representation being central to early years learners, it is important that they have accessibility to the right resources to create their individual way of visually expressing their own learning. These resources can include such things as paints, chalks, pastels and natural resources like sand and wood to create images, build dens and also develop games to play with one other.

These experiences are not so easily created within an indoor classroom or learning environment, however there are certain risks to be taken into account when children are in an outdoor environment. Certain elements of the outdoors such as the weather, having safe access to outdoor areas, health and the correct supervised provision need to be looked into carefully. (Garrick, 2004) Although Moss and Petrie (2002) argue that if children are not experiencing a sense of risk or danger they are missing out on an important experience of life.

A great example of an outdoor learning environment is that of a Forest School. The main influence in this way of working with children came from Denmark, where children could explore at their own pace the environment around them. In the 1990’S outdoor settings were beginning to be used as a form of learning, then moving on to woodland areas, which soon became known as Forest Schools. A definition of a Forest School can be provided by Wellings (2012), the Forest School National Governing Body Development Officer, who states that Forest Schools are an inspirational process offering learners opportunities to achieve and develop their self-esteem through first hand experiences in a natural  or woodland environment.

Forest Schools can help to develop a wide variety of skills over time, certainly in aspects of creativity as they are partly engaged in learning through the method of play, and also the exploration of their multiple senses. The basis for Forest Schools is very child centred as they have full control of their learning in the outdoor environment and decision of what they do, which helps to promote enquiry as they begin to ask questions about new experiences and findings they are not so familiar with. Knight (2009, p. 32) also recognises how Forest Schools can help with the development of keys skills, ‘Many Forest School activities are self-initiated they are also self-regulated, and allow children to develop their skills and habits.’

References:

Baldock, P. (2001) Regulating Early Years Services. David Fulton Publish.

Bilton, H. (1998) Outdoor Play in the Early Years: Management and Innovation. London: David Fulton Publishers Ltd.

Garrick, R. (2004) Playing Outdoors in the Early Years (Classmates). Continuum International Publishing Group Ltd.

Kelly, V. and Blenkin, G.( 1988) Early childhood education: a developmental curriculum. London: SAGE Publications Inc.
Knight, S. (2009) Forest Schools and Outdoor Learning in the Early Years. Sage Publications Ltd.
Moss, P. and Petrie, P. (1998) From Children’s Services to Children’s Spaces. London: Routledge.
Wellings, E. (2012) Forest School National Governing Body Business Plan 2012. Cumbria: Institute for Outdoor Learning.