Research And Findings On Outdoor Learning For Children

Roskos and Neuman (1994) too note that "from Pestalozzi to the present there has been an abiding belief in the importance of the physical environment as an agent in young children's learning" (p. 251) And that this belief forms "the cornerstone of an interactionist view of human development" (ibid). Skilled teachers, therefore, working with the age that is mentioned in this module, devise ways of doing so focusing on a variety of listening, talking, reading, and writing activities.

There are many advantages to child-initiated play. Children’s emotional development is particularly supported because children are able to make their own choices. They also gain independence skills as they can help themselves to resources. This type of play helps children to be creative as they have to develop their own ideas of how to play indoors and outdoors.

“The developed world deprives children of a basic and inalienable right: unstructured outdoor play. Children today have substantially less access to nature, less free range, and less time for independent play than previous generations had.” This quote is from the research based paper titled, “Where the Wild Things Should Be: Healing Nature Deficit Disorder through the Schoolyard." This article touches many aspects of how children now a days need more exposure to nature like it was on the older days. Currently, there are many playgrounds around the United States and even more the world. This article is trying to bring awareness to the problem of if playgrounds do not have enough nature or is too safe then it is

In his 2008 novel, Last Child in the Woods, journalist and natural idealist Richard Louv demonstrates the effect that separation from nature has on children. Using a variety of rhetorical strategies, Louv reminds the different parents, as agree cohort which adapted alongside new technology, of the benefits they received from nature prior to the technological revolution. Louv persuades them to instill an appreciation of the natural world in their children, even if such appreciation deviates from societal norms.

Children learn social skills by interacting with other children or even with natural materials found in the environment.Natural outdoor environment help children to question, to cooperate and solve problems.

Nowadays, children have become very dependent on technology, rather than observing the world around them. Richard Louv's, "Last Child in the Woods" excerpt portrays to readers that children, nowadays, aren't being given the opportunities nor choosing to embrace nature for themselves. Instead, they're using technology to sort of "mask" reality. Louv provides logical reasoning, real examples, and emotional and relative connections with the reader to strengthen his opinion on this topic. The title, "Last Child in the Woods", also assists with the emphasis that children aren't embracing nature. Author Richard Louv effectively uses rhetorical strategies in this excerpt from "Last Child in the Woods" to emphasize the importance of embracing "true" nature.

Outdoor learning provides the children an informal way to learn that educates them while allowing

When exploring water and gardens, it is important to apply the EYLF to children’s learning and development. Outcome two, children are connected with and contribute to their world allows children to develop a sense of belonging to groups and communities, respond to diversity with respect, be aware of fairness, and show respect for the environment (DEEWR, 2009). By developing these outcomes children begin to broaden their understanding of the world they live in. This can be explored by providing children with opportunities to explore the environment through gardening or water play and promote positive responses

The outdoor environment must provide children to have freedom and able to run around and have independance. The outdoor environment must suit all ranges of weather so the children can go outside in all weathers. All equiptment must be suitable and age appropriate, before children can go outside risk assessments must be done, if there is any unnessesary objects outdoors such as glass, litter or waste can be removed so it is safe for the children to play. The outdoor area should provide challenge as a risk is a challenge what a child can see, and are able to undertake it or not. Free flow must be introduced so children can move freely from outdoors to indoors easily. Learning activities must be provided outdoors also.

My central idea for this topic is for my audience to be aware that spending time outdoors is important for the body and mind and helps you relieve stress more so than having not to spend time outdoors. Spending more time outdoors can be done in many ways and it is healthy for your body.

Finding ways to keep students interested in schoolwork and increasing their cognitive abilities has been a constant struggle for teachers. It is common knowledge that when a child’s interest wanes, it becomes harder for them to learn and retain knowledge on the subject. One tool that can be used to combat this issue would be the use of an outdoor classroom or learning outdoors. During the late 60’s and 70’s outdoor education was highly recommended in curriculum guidelines to enrich educational experiences, but later declined in the 80’s (Eaton, 1998). Today, outdoor education only plays a small role in children’s education experiences, despite the benefits it could provide. Teachers should take advantage of outdoor education to increase children’s cognitive skills, provide physical and emotional benefits, and decrease the bio phobia many children seemed to have developed.

There are a whole lot of programs or curriculums out there that try to talk about the environmental and academic needs of children. In this paper, I will try my best to discuss the five components of the

surroundings. Playing outside is a learning experience that children need to have every day. The grass

Grigg and Lewis (2016, p. 19) define learning outside the classroom as “children learning about people, their heritage and the natural environment, largely through play and first-hand experiences, in a wide range of contexts beyond the classroom.” Learning outside the classroom enables teachers to bring the curricula alive by integrating the school grounds and the local landscape into their teaching (Beames et al., 2012). It is important that children are given more opportunities to explore the natural world as there is no doubt that there are many benefits to outdoor learning. Furthermore, according to the Learning Outside the Classroom Manifesto:

This should be firmly implanted in a child’s mind so that he may constantly be aware that man has a special responsibility to protect Nature. Students should be made aware of their responsibility and duty towards protecting nature and prevent its wanton destruction which unfortunately seems to be order of the day. Some simple practices like encouraging planting of trees periodically in their neighbourhood, watering the plants and nurturing them, digging pits for rain water harvesting should be taught. These and other would foster in a child caring and sharing attitude towards nature and life on earth and a deep appearance of the flora and fauna.