Outdoor Learning Environments: Spaces for exploration, discovery and risk-taking in the early years

Abstract

When examining the history of early years education, it is apparent that the seminal thinkers understood the unique and important contribution of the outdoors in early learning and development. While the most documented early education philosophies are mainly European, it is recognised that most, if not all, cultural groups traditionally have supported children's learning by establishing connections with nature. Rapid urbanisation and opportunities for relocation/migration have brought about many changes, but at the same time have made it more difficult for children to have high-quality outdoor experiences. Connections with nature and local communities are being lost through shifts from rural to urban contexts and immigration. For example, people from culturally and linguistically diverse (CALD) backgrounds are considered to be at high risk of drowning in Australia. This is partly because most other countries lack the surf lifesaving resources available in Australia and therefore these are not accessed; it is also due to a lack of understanding of Australian aquatic conditions (Australian Water Safety Council, 2012). When the transmission of knowledge from one generation to the next is lost, or is not as useful due to change in context, it becomes easy to see the 'new nature' and 'new social communities' as dangerous. These types of fears, along with changed traffic conditions and similar disruptions within communities, have led to reduced opportunities for children to engage in outdoor play (Carver, Timperio, & Crawford 2008; Wyver et al., 2010).