Outdoor Play and Learning

Invertebrates: Revealing a hidden world in the year of biodiversity

by Dawn Sanders

Published in Primary Science 113 May/June 2010 p.5-8
Not final copy so some small glitches such as explore rather than exploring on last page and photograph captions and attributions are not finalised. Journal only available to Association of Science Education members.

Biodiversity means the variety of life, in all its forms. It includes the variety of species and ecosystems in the... more Biodiversity means the variety of life, in all its forms. It includes the variety of species and ecosystems in the world, and genetic variation. Invertebrates are one of the largest, and most accessible groups of animals for primary children to study. Darwin tells us that the action of earthworms in his garden at Down House caused his worm stone to sink at a rate of 2.2mm a year. He estimated that earthworm activities on every acre of his land brought some 18 tons of soil to the surface annually. Therefore the study of invertebrates, such as earthworms and ants, offers an important window on biodiversity in a significant habitat-soil. As one of the most well-known ant scientists in the world today recently wrote, ‘Immediately close at hand, around and beneath our feet, lies the least explored part of the planet’s surface. It is also the most vital place on Earth for human existence’ (Wilson, 2010). Invertebrates provide food for many animal groups, pollinate flowers, aid the formation of soil, distribute seeds and are key actors in the decomposition cycle.
Revealing the biological diversity of these animals and their myriad roles in the web of life engages children with a concept that is crucial to life on Earth. Invertebrates are numerous and diverse communities of species widely distributed throughout our planet. They also live on a scale that offers a secret world in the undergrowth for curious children.

Waite, S. (2007) 'Memories are made of this': some reflections on outdoor learning and recall. Education 3-13, 35 (4), pp. 333 - 347.

by Sue Waite

Potential benefits for learning that the outdoors may hold have been brought into increased focus in the UK by the... more Potential benefits for learning that the outdoors may hold have been brought into increased focus in the UK by the recent introduction of a manifesto for learning outside the classroom (DfES, Learning outside the classroom: manifesto; Nottingham, Department for Education and Skills, 200610. DfES . 2006 . Learning outside the classroom: manifesto , Nottingham : Department for Education and Skills .

This article draws on two recent studies of outdoor learning practices—a survey of 334 practitioners with children aged between 2 and 11, and a case study in a primary school in the West of England. The survey asked practitioners about their memories of outdoor experiences, and in the case study, the children talk of what they remember of their learning outdoors. With reference to relevant literature, the article reflects on how the quality of outdoor experience may sustain and support engagement and memory.

Waite, S. (2010) Losing our way?: declining outdoor opportunities for learning for children aged between 2 and 11. Journal of Adventure Education and Outdoor Learning. 10 (2), 111- 126.

by Sue Waite

This paper draws on three related empirical studies in the South West of England: a survey of outdoor experiential... more This paper draws on three related empirical studies in the South West of England: a survey of outdoor experiential learning opportunities, examining attitudes, practice and aspirations of practitioners and children in educational and care settings for children between 2–11 years within a rural county; a follow-up series of five case studies; and an ongoing ESRC funded study of outdoor learning practice across the transition between Foundation Stage and Year 1 in two city-based schools. It charts the journey of outdoor learning from early years to primary practice in England and indicates the ‘navigational tools’ used by practitioners and the possibly rocky terrain that still lies ahead. The source and nature of values in outdoor learning, the decline in outdoor learning opportunities, the emphasis placed by staff on obligations and expectations of national guidance vis à vis their own personal beliefs and other barriers to outdoor learning are considered. It also reflects upon the changing landscape of the primary curriculum in England in the wake of recent reviews and a subsequent change in government that has decided to leave the National Curriculum and testing regime as it is. The author argues that multiple benefits for children of outdoor learning should encourage policy-makers and practitioners to reverse the decline in provision and ensure that children maintain opportunities to learn outside the classroom throughout their primary schooling.

Waite, S. (2011) Teaching and learning outside the classroom: personal values, alternative pedagogies and standards, Education 3-13, 39 (1), 65-82.

by Sue Waite

The article reports on a recent survey of 334 settings in a county in the South West of England and five case studies... more The article reports on a recent survey of 334 settings in a county in the South West of England and five case studies exploring current practice and aspirations for learning outdoors for children between the ages of 2 to 11. Practitioners' aspirations for outdoor learning appear to go beyond providing fresh air and ‘letting off steam’ and include alternative pedagogies and enrichment for the curriculum. This paper critically evaluates the implications of personal values associated with the outdoors including freedom and fun; ownership and autonomy; authenticity; love of rich sensory environment and physicality for pedagogical practice. Yet, barriers to the full exploitation of the potential of outdoor learning remain and some of the tensions reported between personal values and the drive for improving standards continues in the UK are examined.

Trees Talk; Are You Listening? Nature, Narrative and Children's Anthropocentric Place-Based Play

by Philip Waters

Published in journal, Children, Youth and Environments 2011

This paper describes a series of experimental play-based activities called “Narrative Journeys” piloted by the author... more This paper describes a series of experimental play-based activities called “Narrative Journeys” piloted by the author in his work at the Eden Project, UK, which are used to practically, imaginatively and socially connect children to the natural world, and thus encourage place-based learning and cultivate ecological literacy. It argues that anthropomorphic narratives, despite their seemingly human-centric values, can actually help combat the development of anthropocentric attitudes, by the careful framing of objects, collaborative and social action, and with the support of an environmentally sensitive facilitator.

The Design of Children's Outdoor Activities: Sustainability and Early Learning Experiences

by Dr Fiona Karen Wood

8th European Academy of Design Conference - 1st, 2nd & 3rd April 2009, the Robert Gordon University, Aberdeen, Scotland

There is little doubt that the objects and daily patterns of children’s play are changing, often to the detriment of... more There is little doubt that the objects and daily patterns of children’s play are changing, often to the detriment of outdoor activities. This occurs at a time when we need more understanding and appreciation of the natural world in order to live sustainably. It is now widely acknowledged that outdoor education contributes significantly to children’s physical and mental health as well as enabling them to develop as successful learners, confident individuals, responsible citizens and effective contributors to society whilst also enhancing environmental awareness (Scottish Executive, 2004).
This research project is at the interface of children’s play, learning, nature and sustainability. It is one of a portfolio of design research projects (MPhil and PhD) being conducted by The Centre for the Study of Natural Design at the University of Dundee and Scottish Outdoor Education Centres (SOEC). This paper describes ‘a day in a life’ of children at one site operated by SOEC with a view to understanding the relationships and patterns of child’s play. Based on early findings, the authors reflect on what needs to be done next before moving towards designing and developing a range of outdoor learning activities. The paper concludes with a discussion on the choice of research methods which might prove useful in exploring these active situations in a more holistic manner.

Keywords:  play, sustainability, activities, children, outdoor education, design

Resurrecting the Dead: The Case of the Sappy Sodgers

by Dr Fiona Karen Wood

This paper describes an outdoor game played by children aged 6 - 12 years in urban areas of Scotland in the 1950s. It... more This paper describes an outdoor game played by children aged 6 - 12 years in urban areas of Scotland in the 1950s. It also describes some of the unfortunate conditions experienced by modern children in childhood despite the major technical and societal advantages in the last 60 years. The paper goes on to suggest some benefits of resurrecting the original game and it describes a possible re-fashioning of the game with a modern aspect. It concludes with some reservations and invitations to take the matter further.

Key words: Children, games, play, learning, outdoors.

An Analysis of Children's Outdoor Activities and their Relationship to Play and Learning for Sustainability

by Dr Fiona Karen Wood

International conference 'Designing for Children' with focus on 'Play + Learn'. The Industrial Design Centre, Indian Institute of Technology, Bombay, Mumbai. 2010

Abstract: This paper describes a small experiment conducted in collaboration with Scottish Outdoor Education Centres... more Abstract: This paper describes a small experiment conducted in collaboration with Scottish Outdoor Education Centres (SOEC) at one of their Centres to clarify the predisposition of children using the Centre for Outdoor or Indoor play environments. The experiment involved two different schools, A and B, using the Centre at the same time (June 2009). A total of 54 children, aged 11-12 years, were surveyed at the beginning and end of a 5 day residential course. The method of Discrete Choice Experiments (DCE) was used to establish the children’s choice of Outdoor or Indoor environments. The method is described and the data analysed for individual schools and also aggregated. The following preliminary conclusions are drawn. Children already have a predisposition for outdoor play and this is enhanced slightly over a 5 day residential course. However, it would seem that the effect does not persist on return to their normal school environment. The paper concludes with a brief discussion for extending this work.

Key words: Play, Learning, Sustainability, Design, Nature, Outdoor Activities.

Outdoor Education: Play and Learning for Sustainability

by Dr Fiona Karen Wood

Winston Churchill Memorial Trust - Fellowship to Australia July-September 2010

The fellowship awarded by the Winston Churchill Memorial Trust (WCMT) allowed Fiona to visit schools and Outdoor... more The fellowship awarded by the Winston Churchill Memorial Trust (WCMT) allowed Fiona to visit schools and Outdoor Education Centres in Western Australia, New South Wales and Victoria, observing their activities and methods so that upon her return these could be applied to the field of Outdoor Education in the UK.
This opportunity will enable Fiona to act as a conduit between Australia and the UK, allowing me to provide Scottish Outdoor Education Centres (SOEC) with a collection of evaluated designs and recommendations for outdoor activities, to the benefit of Scottish children (age 7-12 yrs).
The findings during this fellowship, whilst detailed in this report, will also be referred to in Fiona's thesis, publications and exhibitions in the areas of academic and professional design. This will allow this knowledge to become available at an international level, whilst putting further emphasis on the UK involvement in the move to utilize outdoor education as a tool for developing future sustainable societies. This in turn will allow the knowledge of Australian Outdoor Education providers to be filtered throughout outdoor education organisations for the benefit of young Scottish children.

An International Investigation into Playful Learning Environments and Academic Achievement

by Marjaana Kangas

Presented at AERA 2010 Conference in Denver, U.S.
Co-authored with Justus Randolph, Heli Ruokamo & Pirkko Hyvönen

A playful learning environment (PLE) is a pedagogically defined learning environment that emphasizes game-based... more A playful learning environment (PLE) is a pedagogically defined learning environment that emphasizes game-based learning, game design, physicality, creativity, and knowledge co-creation. The purpose of the present study was to examine if PLE promotes academic learning and what factors predict it. The participants were 276 students from 12 classrooms in the Netherlands and in Finland. The students were tested before and after the Creative and Playful Learning (CPL) process, which consisted of orientation, creation, game play, and elaboration phases. The results showed that only the pretest was a significant predictor of posttest achievement. Other factors including gender, academic subject, students’ ages, satisfaction with intervention, country, and classrooms did not affect posttest scores.