Nursery World - Outer space

In the second of a two-part series on planning for the outdoors, Jane Drake looks at how practitioners can offer high-quality learning experiences in outdoor areas with limitations Children have a right to outdoor learning and, just as practitioners plan experiences and activities in the indoor area, they should think carefully about the opportunities they are offering for learning outside.

Children have a right to outdoor learning and, just as practitioners plan experiences and activities in the indoor area, they should think carefully about the opportunities they are offering for learning outside.

The importance of outdoor learning is noted in Curriculum Guidance for the Foundation Stage, which, under 'Principles for early years education', notes that to be effective, the curriculum should involve 'planned and purposeful activity that provides opportunities for teaching and learning, both indoors and outdoors' (page 11).

Some settings are lucky enough to have access to a large, often purpose-built, outdoor space, and can offer a diverse range of areas within this space on a continuous basis (see 'Inside out', Nursery World, 10 April 2003, page 12). Other settings have considerable constraints on space and access. When looking for new premises for a nursery, access to a suitable outdoor area should be an essential criterion and, if operating in a setting with very limited or no outdoor space, practitioners should consider finding alternative, more appropriate, premises.

Register now to continue reading

Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:

What's included