Research indicates that too few children are being given enough learning opportunities outdoors in early years settings even when they have access to a suitable outdoor area. To change the way they use the outdoors, early years settings need to first change their attitude towards it.
To establish why you don't make good use of the outdoors, ask yourself some searching questions. Are you afraid of outdoor play? Are you afraid that:
* there are too few members of staff to supervise adequately?
* the whole curriculum cannot be covered outdoors and so learning inside is 'better' than learning outside?
* parents will criticise you for allowing their child to play outside all session?
* outdoors is dangerous and children may have accidents because of, say, the slippery ground?
* children's behaviour will deteriorate outside?
* you will lose control of the children outside?
* you will get too cold, hot, wet or just plain bored?
* the children's health will suffer?
* it will involve a lot of work setting up and putting away equipment each session?
The reasons why practitioners don't want to go outside as often as they could are many and complex. Did you have one or more 'yes' answers?
Obstacles
Practitioners often cite funding and staffing ratios as obstacles to outdoor learning in the Foundation Stage. Neither offers a valid case. A lot of outdoor equipment is cheap or free (see box, p20), and settings can apply for funding for more expensive equipment from their Early Years Development and Childcare Partnership. The Children Act ratios allow for sufficient staffing for outdoor learning (except in reception classes).
A major obstacle is the attitudes of practitioners and parents to:
* the curriculum and learning - but all the curriculum goals, and many more can be met outside and children learn more when they are happy and relaxed * safety -children must be safe, but they need risk and challenge too * behaviour -children are calmer if they know they can move when they need to * weather -remember the Scandinavian saying, 'there is no such thing as bad weather, only bad clothing' * health - but children are more likely to catch cold in a hot, stuffy atmosphere than they are outside.
No outdoor area
Many practitioners know the value of outdoor play but simply have no outdoor area to use. It is important that settings try to address the situation. Confining children indoors creates problems for both children and staff. The children become frustrated and badly behaved, because they cannot move vigorously when they want, while the practitioners have to work so much harder to keep them stimulated indoors.
In the long term, settings should aim to find new premises or carry out alterations to their existing buildings to provide outdoor space. Regular trips are beneficial but they fail to address the issue of the active child who needs physical interaction every day and all day.
Many headteachers and governors are deciding to give reception classes a designated outdoor space directly from their classroom - some are even making windows into doors.
In the short term, settings should:
* draw up a policy stating that a group of children will go out of the nursery, for example, to the park, every day. Unless you have a policy, staff may tend to find excuses such as 'we are short staffed', or 'it's going to rain'.
* survey your local area for interesting places to visit. The park is never far away. Posting a letter or shopping are purposeful reasons for an excursion and the walk there and back can be turned into an educational experience, with a written plan stating the learning goals you intend to cover.
* identify the most active children who must have the opportunity to go out every day, and those who need the experience less often. Although all children need to get outside, the very active are particularly vulnerable if they are cooped up inside. For example, children (and adults) who are prone to obesity need to be encouraged to be energetic. When they find that making the effort gives them more energy and a feeling of well-being, it will encourage them to be physically active in the future.
Risk assessments
Many practitioners worry about something going wrong while on trips with children. Taking precautionary steps will put your mind at rest and allow you to concentrate on the children's learning and enjoyment.
* Complete risk assessments of frequent journeys.
* Ask parents to give you permission to take their child out at any time. Inform parents of the benefits of the outdoors and your safety measures. If they understand the significance of the outdoors, they will be willing to grant permission and help in any way that they can.
* Make sure that any rules, particularly health and safety rules, are not interpreted in a way that is not in the children's interests. One setting kept the children indoors because 'someone' from social services said that they were not allowed to take children out of the nursery! Double-check the rule and if you still don't think it is in the children's interests, question it further. You could work with health and safety officers, informing them about children's developmental needs.
* The staffing ratio needs to be high when taking children out, but with skillful management and others' help, you will be able to find enough adults both for the outing and back at base.
