Why Outdoor Learning Matters for Young Children

by : Ms Tia

In early childhood education, outdoor learning has emerged as a vital component of healthy development and effective teaching. Beyond the traditional classroom walls, nature offers children unique opportunities to explore, discover, and grow. For young children, outdoor learning is not just playtime; it’s an essential part of their physical, cognitive, social, and emotional development.

Outdoor learning encourages physical activity, which is crucial in the early years when children develop motor skills and coordination. Running, climbing, jumping, and balancing in natural environments help build strength, agility, and overall health. According to the Centers for Disease Control and Prevention (CDC), physical activity in childhood reduces the risk of obesity and promotes lifelong healthy habits.

Nature is a rich classroom that stimulates curiosity and critical thinking. When children engage with outdoor environments, they experiment, hypothesize, and problem-solve—key aspects of cognitive development. Research from the University of Colorado Boulder shows that time spent in natural settings enhances attention span and improves performance on tests of working memory and concentration.

Young children develop best when they can move freely and engage their whole bodies in the learning process. Outdoor environments provide the space and stimuli needed for activities such as running, climbing, balancing, and jumping—actions that are crucial for gross motor skill development.

Research conducted by Ramos, Martins, and Sargento (2016) in the Porto Biomedical Journal highlights the physical health benefits of outdoor play, including improved motor coordination, stronger immune function, and increased levels of Vitamin D from sunlight exposure. Moreover, according to UNICEF (2023), children who spend more time outdoors are more physically active overall, reducing the risk of obesity and sedentary behavior, which are increasingly common among young populations.

Beyond physical health, outdoor learning fosters cognitive development. Nature offers real-world learning opportunities that promote curiosity, experimentation, and problem-solving. A leaf falling from a tree, an insect crawling on the ground, or the changing shape of clouds can all become entry points for scientific inquiry and creative thinking.

Sari (2016), in a study highlighted by the Children & Nature Network, found that children who regularly participated in outdoor learning showed improved creativity, language use, and critical thinking. Similarly, a recent study from PubMed (2024) demonstrated that preschool-aged children who spent extended time in outdoor settings performed better in tasks involving attention, memory, and executive function—skills strongly associated with school readiness and academic success.

Outdoor learning environments are also highly beneficial for emotional and social development. Natural settings tend to reduce stress and support emotional regulation in young children. Coates and Pimlott-Wilson (2022) observed that children in outdoor programs demonstrated greater emotional resilience and self-confidence, as well as lower levels of anxiety.

Social interactions in outdoor environments also tend to be richer and more cooperative. With more space and fewer restrictions, children engage in group play that requires communication, negotiation, and teamwork. These experiences contribute to the development of empathy, conflict resolution, and interpersonal skills.

One of the long-term benefits of outdoor learning is the development of environmental consciousness. When children interact with nature from an early age, they begin to develop a sense of connection to the natural world. Activities such as gardening, observing wildlife, or exploring natural materials encourage children to become caretakers of their environment.

According to Columbia University Teachers College (2024), children who spend more time in natural settings are more likely to grow into environmentally responsible adults. This connection is increasingly important as environmental education becomes a global priority.

Despite the clear advantages, outdoor learning is not always prioritized in early education programs. Several barriers exist, including limited access to green spaces, safety concerns, and a lack of teacher training in outdoor pedagogy. Additionally, cultural attitudes among parents and caregivers may lead to underestimating the educational value of outdoor play.

Truelove, Vanderloo, and Tucker (2021) emphasized that parental support and beliefs significantly influence the frequency of children's outdoor experiences. Therefore, it is essential to engage families and communities in promoting and understanding the benefits of outdoor learning.

To fully realize the potential of outdoor learning in early childhood, the following actions are recommended:

1. Curriculum Integration: Outdoor learning should be embedded across subject areas—not limited to recess or physical education.

2. Educator Training: Teachers need access to professional development in outdoor pedagogy and safety practices.

3. Infrastructure Development: Schools should invest in safe, accessible, and stimulating outdoor spaces.

4. Parental Engagement: Families should be informed about the developmental benefits of outdoor learning to increase support at home.

5. Policy Implementation: Educational policies should mandate or encourage regular outdoor learning time within early childhood curricula.

Outdoor learning is not a peripheral activity—it is a fundamental aspect of early childhood education that supports children's development in comprehensive and meaningful ways. From fostering physical health and cognitive growth to promoting emotional resilience and environmental stewardship, outdoor learning offers benefits that cannot be replicated indoors.

As educators, policymakers, and families seek to nurture well-rounded, capable, and compassionate learners, it is imperative that we recognize the value of nature-based learning and create environments that allow children to learn, grow, and thrive—outdoors.

References

• Coates, J., & Pimlott-Wilson, H. (2022). Outdoor learning and children’s socio-emotional well-being: A review of recent research. International Journal of Environmental Research and Public Health, 19(19), 12661. https://www.mdpi.com/1660-4601/19/19/12661

• Columbia University Teachers College. (2024). Why outdoor experiential learning is key for young learners. https://www.tc.columbia.edu/articles/2024/may/why-outdoor-experiential-learning-is-key-for-young-learners/

• Ramos, E., Martins, M., & Sargento, P. (2016). The importance of outdoor play for young children's healthy development. Porto Biomedical Journal. https://www.elsevier.es/en-revista-porto-biomedical-journal-445-articulo-the-importance-outdoor-play-for-S2444866416301234

• Sari, A. N. I. (2016). The impacts of outdoor learning activities on children’s self-development. Children and Nature Network. https://research.childrenandnature.org/research/study-from-indonesia-indicates-that-outdoor-learning-has-a-positive-impact-on-young-childrens-development/

• Truelove, S., Vanderloo, L. M., & Tucker, P. (2021). Systematic review of the correlates of outdoor play and time among children aged 3–12 years. International Journal of Behavioral Nutrition and Physical Activity. https://ijbnpa.biomedcentral.com/articles/10.1186/s12966-021-01097-9

• UNICEF. (2023). The importance of outdoor play and how to support it. https://www.unicef.org/eca/stories/importance-outdoor-play-and-how-support-it

• PubMed. (2024). Nature and school readiness: The link between outdoor play and preschool development. https://pubmed.ncbi.nlm.nih.gov/39180951