Why being outdoors is good for children

– It’s very exciting that more research is now being done on the benefits of outdoor education. We’ve worked this way for many years and know from experience that it works, but now there is also scientific evidence.

Outdoor pedagogy is not only about moving lessons outside. At its core is the interaction between theory and practice, experience and reflection. When several senses are engaged and students experience things in their natural environment, learning is strengthened. Research also shows that time spent in green environments lowers stress levels in the body and has a positive effect on learning.[1][2]

– My tip for anyone who wants to spend more time outdoors with their children is to choose places where you can say yes instead of no, and that the children can return to again and again. That way you can both find calm and explore the place more deeply.

Knowledge is often described through four foundations: facts, skills, familiarity and understanding. When a place is used both as a classroom and as part of the teaching itself, outdoor pedagogy creates more points of contact where knowledge can take root.

– Our activities are built on curiosity and wonder. When children experience things in their natural environment, solve problems together and use several senses, the different foundations of learning are combined. As a bonus, their motor skills and balance develop as they move over roots, logs and stones.

Research also shows that children under the age of 12 who spend a lot of time outdoors and take part in outdoor activities often develop an interest that stays with them throughout life.* This can also contribute to greater environmental awareness, a desire to care for nature and a healthier lifestyle.[3]

– When the children have spent the whole morning in the forest and it’s time for lunch, they are usually really hungry and eat well. If we stay outdoors during lunch as well, it also creates a moment to reflect on the excursion.

Outdoor learning also affects group dynamics. When children explore and discover together, cooperation becomes more important because everyone is needed to solve problems. This strengthens both creativity and self-confidence when the group succeeds.[4]

[1] Faskunger J, Szczepanski A & Åkerblom P (2018) Klassrum med himlen som tak, s 12, Skrifter från Forum för ämnesdidaktik nr 10
[2] Faskunger J, Szczepanski A & Åkerblom P (2018) Klassrum med himlen som tak, s 17-22, Skrifter från Forum för ämnesdidaktik nr 10
[3]   Faskunger J, Szczepanski A & Åkerblom P (2018) Klassrum med himlen som tak, s 33, Skrifter från Forum för ämnesdidaktik nr 10
[4] A. Szczepanski, 2008 Lic avhandling. Handlingsburen kunskap – lärares uppfattningar om landskapet som lärandemiljö Linköping