Creative Opportunities in the Outdoor Learning Environment

The outdoor learning environment holds an enormous amount of creative opportunity for children, however, nowadays children rarely explore the outdoors. With the outdoor environment there comes an increased amount of freedom and an ability to explore the natural world that is restricted from indoor learning (Edgington, 2002).

The outdoors is a unique environment which offers greater space which is not available indoors. Creative opportunities for children can arise from any activity when they have the space and freedom to develop their abilities. There are constraints that come with being inside a classroom to learn, outdoors makes them more able to explore and experiment their surroundings. Also, materials used inside the classroom can provide a substantially different experience when taken outside to a wide open space. When considering painting as a task, for example, the activities is restricted indoors as it’s messy and must be done in a certain way. When taken outdoors however painting becomes an activity that can take place on many different surfaces, using a variety of materials and techniques. With regards to painting the outdoor environment encourages greater movement and develops a child’s physical literacy (Tovey, 2007).

The forest school approach is a creative learning style which is centred on the outdoor environment. Forest schools are used all over the UK and aim to develop children’s knowledge of their natural surroundings. Depending on the age group of the pupils taking part, there is an increased amount of freedom which they do not get in the classroom. Children are able to explore around the woodland independently or build dens out of natural resources. The class teacher might lead a walk through the forest whilst the children point out certain aspects which they find interesting. It is also an opportunity for the pupils to take what they have been learning in the classroom and make connections to what they see in the woodlands. For example, they might be learning about seasonal change, they will then search for signs in the woodland as to what season it might be. There are many benefits to forest schools; research has shown that children who spend more time outdoors have better social skills, are more attentive, obtain fewer infections, have fewer conflicts and better brain function, they also have better language development, and learn more vital life skills (S, 2011).

Children can experience creativity in the outdoor environment through learning through imaginative play, messy play with natural materials, construction play, physical play, etc. These outdoor experiences are important to children’s development as learners. By spending a lot of time in the outdoor environment children will develop as a person and as a learner. They are able to develop positive relationships and their self-confidence, become independent, have the ability to assess risk and take responsibility, and enhance physical strength and wellbeing. The outdoor environment can also encourage creativity, improve mathematical, communication, language and literacy skills and it of course enriches their knowledge of the natural world (Edgington, 2002).

In their book ‘Experiential Learning’ C. Beard and Wilson wrote: ‘Merely being in nature can be a powerful experiential intervention in itself’ (Colin Beard, 2012, p. 85). They believe that nature can impact learning by simply being outside amongst it. I agree with this statement as people are influenced by nature and all natural elements whether they know it or not.