Sharing Good Practice
LEARNING OUTSIDE THE CLASSROOM
IN THE EARLY YEARS
BY GIANNA ULYATT
water with pipes and tubes to develop
an understanding of basic physics
(gravity). Provide ramps for vehicles of
different weight and size so students
can measure the distances covered
and discuss the outcomes. Plant
seeds and observe root development;
provide some with water and some
without so they question why and how.
Allocate an area for music by using two
instruments at a time for comparison
of sounds each one makes and then
students can learn how to create
volume and tempo in different ways.
Ensure that a safe track is created for
wheeled equipment so students learn
to steer and negotiate objects. Provide
climbing and balancing equipment
too, to improve bodily awareness.
Provide fabric of different sizes for
dressing up, or making tents.
I
t is very evident that young students
often feel confined and restricted
within their classroom and enjoy
being outside, whether this be in a
large air conditioned room in summer,
or outside in winter. Very young
students learn best through sensory
and physical experiences. Most indoor
activities are sedentary and fail to
promote healthy, physical growth and
opportunities for discovery in real life
situations. For many young students
playing outdoors in their kindergarten
setting may be the only opportunity
they have to improve their well-being
and play safely and freely.
It is essential to offer very young
students daily access to a range
of learning opportunities through
well planned activities outside the
classroom. These should include
areas where students can be messy,
adventurous and noisy. Teacher should
endeavour to offer opportunities for
students to learn on a different scale
and to have first-hand contact with
weather, seasons and their impact
on nature. They should be able to
interact and collaborate with others,
make music, invent and act out stories.
They need to have daily activities to
investigate, problem solve, explore,
discover and cultivate plants. Facilities
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to be physically active and to relax and
be calm should be always available.
Adults should lead learning rather than
directing it in a supportive, enthusiastic
way by encouraging choice, observing
students and recording their learning
processes. Teachers need to plan the
areas available outside the classroom
with great care. Drawing a plan to
scale will help to plot the location of
resources and equipment so noisy and
vigorous activities do not encroach on
quieter and creative ones.
Consider all areas of learning and plan
activities with relevant resources. For
example, in the literacy area provide
books and simple props for students to
act out their favourite stories. Provide
large sheets of paper, thick pens, chalk
and crayons for them to make marks.
Create problems in the maths area
with large three-dimensional objects
whereby, for example, students have
to use an agreed number of shapes
to create various building for specific
purposes. In science, provide sand and
Class Time
In addition, the school should take
full advantage of local amenities,
including parks, local shops, fitness
centres and other facilities, so young
students have first-hand experiences
of the locality. Teachers need to visit
first, to see what is available and how
this can be planned into their learning
programme. They also need to do
a thorough health and safety check
before the visit.
Checklist
1. Include outdoor learning in your
weekly programme of activities,
with clear learning outcomes.
2. Make sure that all essential
equipment is readily available.
3. Assign specific activities and
subsequent
responsibility
to
individual members of the team.
4. Make sure that there is an adult
present at all times in the outdoor
area.
5. Include visits within the local
community where possible.
Reference: Effective practice: Outdoor
Learning
Gianna has extensive experience as a teacher, principal and inspector. She is a
consultant with expertise in KG and has spoken at conferences in Hong Kong,
Spain and the U.K. She sometimes works in the UAE. To connect with her, email
[email protected]