Spaces – Beyond the Gates
What are they?
“There is a reason parents take their babies and toddlers outdoors to play, and children and adults of all ages continue to seek out local greenspaces, the countryside, seashores and wildland – it satisfies a deep need within us and is fundamental to our wellbeing. Scotland’s progressive approach to outdoor play and nursery provision, especially if developed through further provision informal education, will bring lasting dividends in health, wellbeing and learning, and even our national identity.”
(Higgins, Professor of Outdoor and Environmental Education, University of Edinburgh)
“There must be provision for the child to have contact with nature; to understand and appreciate order, the harmony and the beauty in nature.”
“Visits out to places of interest can energise, enthuse and inspire children and they can offer genuine first-hand experience which can extend their understanding of the world of people, places and things.”
(Bringing the Froebel Approach to Early Years Practice, Tovey, 2016, p. 79)
“Learning need not take place solely within educational buildings. The outdoor environment has massive potential for learning. We are extremely fortunate to have such rich urban and rural environments on our doorsteps and our children and young people’s learning experiences can be enhanced by maximising the potential of the outdoors.”
(Curriculum for Excellence Through Outdoor Learning, Education Scotland, 2010, p. 3)
Key messages:
- Regular visits beyond the gate to explore local environments.
- Allow children the freedom to explore and challenge themselves.
- A deep understanding of nature pedagogy and its importance.
- Support children to assess and manage risk themselves.
- Establish routines to help children feel safe.
- Partnerships in the community.
- Partnerships with parents.
- Children make a connection to a variety of spaces.
Ways we can do this:
Take children on regular visits beyond the gate: Explore local environments such as the park, local green spaces, woodlands, local beaches or the local shops throughout the year. Practitioners should select and identify spaces to visit and explore while considering “many important factors to ensure a potential new site has the capacity to provide a range of high-quality play-based learning experiences for young children which are positive, challenging, playful and enjoyable.”
(Out to Play: Practical guidance for creating outdoor play experiences in early learning and childcare, Scottish Government, 2018, p. 11)
Allow children the freedom to explore and enjoy the spaces beyond the gate: Take time with the children to discover and investigate fascinating things. Froebel stated, “Teachers should regularly take their classes out of doors – not driving them like a flock of sheep or leading them as if they were a company of soldiers, but walking with them as a father with his sons or a brother with his brothers and making them more familiar with whatever Nature or the seasons offers” (Lilley, 1967, p. 146).
To make the most of these visits, practitioners must be co-learners, modelling interest and curiosity about the world around them. Through practitioners, children gain access and develop a curiosity and love of nature.
Nature pedagogy: Learning in nature sets the stage for curious minds to discover and explore the world around them. Thus, there is no need to take many play resources as the natural environment offers abundant opportunities to promote curiosity and engage curious minds.
Support children to assess and manage risk themselves: At the beginning of the term, create risk benefits assessments for visits to outdoor spaces to ensure that these adventures can become an everyday experience without lots of prior planning. Involve children in the risk assessment process and ensure that all practitioners read and understand the risk benefits assessment.
Establish routines to help children feel safe: Create routines for preparing and ready to leave the setting. For example, the children can organise themselves, suggest what needs to be taken, and pack the bags.
Before leaving the setting, encourage the children to count along and remember the number of children in the group. Ask children to help you remember how many children are in the group by ‘writing’ it with your finger into the palm of your hand. On arriving at the new location and before leaving, ask how many children are in the group before counting the children together.
When exploring large spaces such as woodland or park, create a gathering call as a signal to regroup. Establish boundaries in the area you are exploring using markers or telling children to always keep practitioners in sight.
Partnerships in the community: Settings use contacts in the community to widen children’s experiences beyond the gate, e.g. the local police or fire station, library, bakers, fruit and veg shops, and other local shops.
Partnerships with parents: Settings engage parents to join you on local adventures and use the opportunity to model how to be a co-learner outdoors, promoting curiosity and wonder of the natural environment. (See the article “Help Your Child to Wonder” Rachel Carson)
Linked Areas of Practice
Intentional Planning
Learning Environment
Loose Parts
Nature Pedagogy
Observations
Play
Responsive Planning
Risky Play
Schemas
Sensitive Interactions
Sensory Processing
Spaces
Indoor Spaces
Outdoor Spaces
Science, Technology, Engineering and Maths (STEM)
Tools
Reflecting on Practice
SBC Guidance to support
National Guidance to support
Further Reading to support
Training to support
Out and About
Christine Green, funded childminder in Scottish Borders Council, shares her approach to using the community links & resources to support and extend learning in her setting. Also on SBC Spotlight on Practice Portal Page.
Outdoor Learning
In this video, St Peters Primary School Early Learning and Childcare, a Scottish Borders Council Nursery, share how they support learning through the outdoor experiences that they provide. Also available on the Spaces – outdoors & SBC Spotlight on Practice pages.
