Outdoor and Nature Play: Supporting Children’s Learning Through Nature Audience: Parents and Early Childhood Educators
Length: 2 hours
Summary
This workshop highlights the outdoors as an instructional space, moving beyond the concept of classroom recess. Nature, as an integral three-dimensional element of the learning environment, offers an invaluable learning experience as it shapes how children play, move, interact, and learn. Together, we will examine the way nature-play supports children development and their resilience. Participants will gain practical and beneficial methods of shifting the focus of activities from the indoors to the outdoors.
This Professional Development workshop will examine how invaluable outdoor and nature play is toward children’s physical, cognitive, social and emotional development. Gaining an appreciation of the outdoors is essential to children’s development, and outdoor environments offering children an abundance of opportunities to explore and encourage their physical, emotional and social risks of problem solving and creative thinking while fostering their overall development. The outdoors and unstructured environments play a significant role in determining the level of physical activity children engage in. Bruner (1961) identified three internal motivators that influence play and learning: Curiosity, The desire to demonstrate knowledge and skills, and The motivation to collaborate toward a shared goal. Despite the abundance of positive development and learning opportunities outdoor play is often restricted or limited due to perceived safety issues, lack of time, bad weather or busy schedules.
This workshop will help educators and parents realize the benefits of outdoor play and provide ideas on how to effectively facilitate nature-based activities for children. The Seven Cs Framework will be discussed. The Seven Cs framework includes: Character, Context, Connectivity, Change, Chance, Clarity, and Challenge. Together, these create a research-based framework for designing outdoor play spaces that meet children’s needs.
Inspired by theory and research in child development by Jean Piaget, participants will understand how children actively construct their knowledge by engaging and interacting socially with their environment. Studies regarding nature play and child well-being that are included in Last Child in the Woods, and the United Nations, UNICEF, highlight the importance of outdoor play in the development of children and increasing their physical activity.
Throughout the workshop, participants will discuss and reflect upon the benefits of outdoor play, and the most common barriers that limit outdoor experiences. Participants will also create engaging outdoor spaces for play.
This workshop will inspire educators to design outdoor spaces as learning environments and help parents find ways to bring nature play into their homes, in an exciting and engaging two hour session.
At the end of the workshop participants should be able to:
- Describe the development benefits of outdoor and nature play
- Understand how outdoor environments encourage learning and creativity
- Recognise the lack of outdoor play
- Identify barriers that limit outdoor play opportunities
- Develop simple strategies to encourage outdoor exploration at home and in early learning settings
The workshop encourages a shared partnership between educators and families to support children’s curiosity, independence, and connection to nature.
Detailed Workshop Timeline (2 Hours)
Welcome and Introduction = 0:00 – 0:10 (10 Minutes)
- Welcome the audience, establish the relevance of “Outdoor and Nature-Play,” and set
Introduce facilitator and workshop goals with a brief overview of outdoor and nature play. Encourage participants to share a favorite childhood outdoor memory as an icebreaker.
Purpose: Connect participants emotionally to the importance of nature experiences.
Why Outdoor Play Matters = 0:10 – 0:25 (15 Minutes)
Short presentation covering:
- Physical development and health
- Social skills and cooperation
- Creativity and problem solving
- Mental well-being and stress reduction
According to Froebel, outdoor play is essential to the child’s whole development. Outdoor play places must have natural elements and free-flowing materials. Discuss how outdoor environments provide opportunities for exploration and learning.
Activity – Exploring Types of Outdoor Play = 0:25 – 0:45 (20 Minutes)
Participants examine examples of outdoor play:
- Climbing trees
- Building with sticks or rocks
- Mud or water play
- Nature scavenger hunts
Small group discussion: The unique outdoors provides trees, dirt and uneven terrain, compared to fixed limits of indoor play. Outdoor play focuses on how nature-play stimulates children with development function and benefits of touch & feel.
- What skills are children learning? What concerns might adults have? How can adults support the experience safely?
Discussion Time – Barriers of Outdoor Play = 0:45 – 1:05 (20 Minutes)
Participants discuss common challenges such as:
- Weather concerns, including a misconception that cold air can cause colds versus children can get a healthy boost of fresh air outdoors
- Safety fears and Avoidance
- Limited outdoor space and green space
- Time constraints or busy schedules
Groups brainstorm practical solutions for both home and early learning environments. Utilize a “toolbox of actions” that groups can utilize for children to bring confidence when initiating nature-play opportunities. Brainstorm barriers to outdoor play (e.g., mud, cold, parent complaints) and finding solutions.
Break = 1:05 – 1:20 (15 minutes)
Creating Meaningful Outdoor Environments = 1:20 – 1:40 (20 minutes)
Presentation and discussion on:
- Loose parts play (sticks, leaves, rocks) & Nature-based learning activities
- Encouraging curiosity and inquiry
- Adult roles (observer, guide, co-explorer)
Educators consider classroom outdoor spaces while parents think about home or community environments.
Planning Activity – Supporting Nature Play = 1:40 – 1:55 (15 minutes)
Participants can complete a planning worksheet. Educators reflect on:
- How to enhance outdoor learning spaces
- Materials that support exploration
- Strategies to document learning outdoors
Parents reflect on:
- Ways to increase outdoor time at home
- Simple nature activities families can try
- Reducing barriers to outdoor play Participants share ideas with the
Closing Reflection = 1:55 – 2:00 (5 minutes)
A summary of the workshop takeaways, reinforcing the concept of not seeing the outdoors as a ‘risk’, but rather as a ‘requirement’ for all schools where children benefit from outdoor and nature play. Children need to actively play.
Participants answer: “One thing I will do to support outdoor play is…”
Activity Handouts
“Nature Provocations” Photo Guide: A series of 5–10 photos showing simple setups (e.g., a “Mud Kitchen” or “Tree-Stump Balance Beam”) to inspire immediate action.
The “Gear List” for Parents: A friendly checklist of what children need to stay warm and dry, helping educators manage parent expectations regarding messy play.
Local Flora Cards: Simple cards to help children (and adults) name the plants and birds in their specific local “Place.”
Other Handouts
Louv, R. (2005). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. (A core text for understanding why we need this workshop).
The 7 C’s – Outdoor PLAYBook. (n.d.). Outdoor PLAYbook. https://outdoorplaybook.ca/learn/play-research/the-7-cs/
The Process of Play = enclosed, as a .pdf
- Jerome Bruner (1915-2016): Emphasized discovery learning where learners actively build new ideas upon existing knowledge.
- Jean Piaget (1896-1980): Focused on the stages of cognitive development and how children actively build their knowledge through interaction with the environment.
United Nations RIghts of a Child
Warden, C. (2015). Learning with Nature: Embedding Outdoor Practice. A professional guide that provides a framework for integrating nature into the daily curriculum through “Nature Kindergartens” and intentional pedagogy.
Handouts – For Parents
Handout 1:
Benefits of Outdoor Play for Children
Handout 2:
Simple Nature Activities Families Can Try Examples:
- Nature scavenger hunt
- Building with sticks and rocks
- Exploring parks or forests
- Mud kitchen play
Handout 3:
Tips for Encouraging Outdoor Play
- Dress for the weather
- Allow safe risk-taking
- Follow the child’s curiosity
Handouts For Educators
Handout 1:
Outdoor Learning Environment Planning Sheet
Handout 2:
Loose Parts Materials List Examples:
- Sticks
- Pinecones
- Stones
- Logs
- Leaves
- Water and mud areas
Handout 3:
Observation and Documentation Template
Educators record:
- What children explored
- Social interactions
- Learning opportunities observe
References
Bronfenbrenner, Bruner, Braund, Timmons, & Piaget, J. (n.d.). The process of play.
Bruner, Jerome | Department of Psychology. (n.d.). https://psychology.fas.harvard.edu/people/jerome-bruner
Louv, R. (2005). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder.
The 7 C’s – Outdoor PLAYBook. (n.d.). Outdoor PLAYbook. https://outdoorplaybook.ca/learn/play-research/the-7-cs/
- Jerome Bruner (1915-2016): Emphasized discovery learning where learners actively build new ideas upon existing knowledge.
- Jean Piaget (1896-1980): Focused on the stages of cognitive development and how children actively build their knowledge through interaction with the environment.
UNICEF Canada. (2010). THE CONVENTION ON THE RIGHTS OF THE CHILD – .https://www.unicef.ca/en/policy-advocacy-for-children/about-the-convention-on-the-rights-of-the-child
Warden, C. (2015). Learning with Nature: Embedding Outdoor Practice. A professional guide that provides a framework for integrating nature into the daily curriculum through “Nature Kindergartens” and intentional pedagogy.
