The special nature of the outdoors: Its contribution to the education of children aged 3–11

Abstract

Abstract There are many forms of outdoor learning. In the UK outdoor adventures, residential centres, field studies, Forest School and play in the outdoors are all available to some extent for the three to eleven age group. Each type has distinct aims and purposes but there are however some commonalities which may point to what the special nature of the outdoors has to offer. In this paper we use a typology of values in nature to investigate some possible dimensions within this. The interplay between these characteristics and the pedagogies employed in two forms of outdoor provision is explored. We will firstly clarify our definitions of the concepts of the outdoors, outdoor learning, and pedagogy. We review literature relating to outdoor education and pedagogy. A critical discussion is informed by our recent research in Forest School and a residential outdoor education centre and will help to determine whether outdoor learning may make a unique contribution to the education of children and the methods employed by practitioners. This will help to identify areas for potential research into outdoor learning in the early years which has been thus far overlooked. Introduction The use of the outdoors as a site for learning has a long and varied history in the United Kingdom (UK). Rickinson et al. (2004) identify the "key traditions that have influenced the culture of outdoor education provision in the UK" (p. 10): the nature study movement, school journeys, field studies, rural studies, urban studies and outdoor adventure activities. Additionally, the historical tradition of play as expounded by Froebel, MacMillan and Isaacs presents a strong case for the value of the outdoor learning in early childhood settings (Garrick, 2004). However, Rickinson et al. (2004) note that there has been "growing concern that opportunities for outdoor learning by children in England have decreased substantially in recent years" (p. 9). Stephenson (2003) reports that anxiety around risk in the wider society has contributed, amongst other things, to a restriction of access to the outdoors for children. In response to this deteriorating situation, there has recently been a renewed interest in outdoor education at national level. The commissioning of a review of research on outdoor learning (Rickinson et al., 2004) led to the Department of Education and Skills publishing a consultation document (DfES, 2005), which is working towards an Education Outside the Classroom Manifesto. The importance of outdoor learning is also highlighted in government policy: the English National Curriculum (DFE, 1995) and the Curriculum Guidance for the Foundation Stage (QCA, 2000), whilst the benefits from outdoor learning can be linked to the outcomes set out in Every Child Matters (2003) and Youth Matters (2006). Outside the government agenda there has been increasing interest throughout England in encouraging learning in the outdoors, for example, the Forest School model (Forestry Commission, 2006), which offers programmes in local woodland, and the Learning through Landscapes charity (Learning through Landscapes, 2005), which has supported schools and early years settings in designing their grounds. Kahn and Kellert (2002) observe that It would not be too bold to assert that direct and indirect experience of nature has been and may possibly remain a critical component in human physical, emotional, intellectual, and even moral development. Despite this possibility, our scientific knowledge of the impact and significance of nature during varying stages of childhood is remarkably sparse. (p. vii) In that there is so little evidence we might ask why is there so often an assumption made that learning outdoors is beneficial per se? In this paper we will investigate what, if anything, is special about learning outdoors and whether experiences both in Forest School and in a residential outdoor education centre may make a "unique contribution . …