The use of outdoor Learning in the early years in two local primary schools

Abstract

Research shows that outdoor learning is highly beneficial for children. It is not surprising then, that some local schools have, in recent years, introduced outdoor learning into the curriculum, in an attempt to tap in on the benefits it brings about. The purpose of this study was to explore outdoor learning programmes in the early years in two local schools. It looked at what outdoor activities are planned as part of these schools' learning programme and what benefits educators see when implementing these programmes. Furthermore, the study aimed to understand what challenges educators face when implementing outdoor learning programmes and what inhibits them from taking the programme further. A qualitative approach was used in order to obtain educators’ views. To this end, semi-structured interviews were held. Two interviews were held with the outdoor learning leaders of the two schools and another four interviews were held with two educators in each of the schools. The data obtained led to the emergence of three main themes. First the programmes at the schools were explored. The second theme looked at the meaning of outdoor learning to educators and the final theme addressed the aspects deemed most important for effective outdoor learning to take place. The study drew out key or common barriers being faced by these schools and explored educators' suggested way forward. Recommendations to educators, school leadership teams, training institutions and policy makers were made with a view to promote the use of outdoor learning in the early years.