Investigate hedgehog habitats through poetry with this great learning resource from Sustainable Learning.
Identify how animals and…. Challenge pupils to investigate journeys and…. Shape work is an absolute gift when it comes to learning outside the classroom. It can provide…. The Clay Faces lesson idea will help students learn more about trees and make art using clay…. Time to play is critical for every child — share your moments with us by tagging OutdoorClassroomDay and make every day a day to learn and play outdoors!
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Thank you for supporting Outdoor Classroom Day! Creating an outdoor learning environment needn't cost a great deal, however. The UK Early Years Framework Stage, which outlines best practice in Early Years teaching, asserts that: "Outdoor learning is more effective when adults focus on what children need to be able to do rather than what children need to have.
An approach that considers experiences rather than equipment places children at the centre of learning and ensures that individual children's learning and developmental needs are taken account of and met effectively" .
Linda Tallent, a UK-based educational consultant who has worked extensively with schools to develop their outdoor spaces into learning environments, agrees. She believes that by focussing on activities and skill development, it is possible to develop an outdoor learning curriculum on a 'shoe string'. Only in the last hundred years have we put it into a little box called a classroom.
Outdoor education spans the three domains of self, others, and the natural world. The relative emphasis of these three domains varies from one program to another. An outdoor education program can, for example, emphasize one or more of these aims to:. Outdoor education is often used as a means to create a deeper sense of place for people in a community. Sense of place is manifested through the understanding and connection that one has with the area in which they reside. Sense of place is an important aspect of environmentalism as well as environmental justice because it makes the importance of sustaining a particular ecosystem that much more personal to an individual.
Modern outdoor education owes its beginnings to separate initiatives. The Scouting movement, established in the UK in by Robert Baden-Powell , employs non-formal education with an emphasis on practical outdoor activities. The Forest schools of Denmark are examples of European programs with similar aims and objectives. Key outdoor education pioneers include Kurt Hahn , a German educator who founded schools such as the Schule Schloss Salem in Germany ; the United World Colleges movement, the Duke of Edinburgh Award scheme which emphasizes community service, craftsmanship skills, physical skill, and outdoor expeditions , and the Outward Bound movement.
The second half of the twentieth century saw rapid growth of outdoor education in all sectors state, voluntary, and commercial with an ever-widening range of client groups and applications. In this period Outward Bound spread to over 40 countries, including the US in the s. Project Adventure focuses on day use of ropes courses.
The Association for Experiential Education is a professional association for "experiential" educators. The Wilderness Education Association WEA is a consortium of college outdoor education programs with a standard curriculum based on an academic model. See also North America in the Around the World section.
A history of outdoor education in the UK has been documented by Lyn Cook ,  and a history of outdoor education in New Zealand has been published in Pip Lynch's Camping in the Curriculum Philosophy and theory about outdoor education tends to emphasise the effect of natural environments on human beings , the educative role of stress and challenge, and experiential learning. One view is that participants are at their "rawest" level when outdoors because they are "stripped" of many of the conveniences of modern life.
Participants can become more aware that they are part of a greater ecosystem and are not as bound by social customs and norms.
Book of Nature Projects: Activities and Explorations to Learn More About the Great Outdoors: Elizabeth P. Lawlor: unregeto.tk: The Book Depository UK. Book of Nature Projects: Activities and Explorations to Learn More About the Great. Outdoors (Paperback). Filesize: MB. Reviews. Certainly, this is actually .
In essence participants can be true to themselves and more able to see others as people regardless of race, class, religion etc. Outdoor education also helps instill the basic elements of teamwork because participants often need to work together and rely on others. For many people a high ropes course or an outdoor activity may stretch their comfort zone and cause them to challenge themselves physically which in turn can lead to challenging oneself mentally.
A wide range of social science and specific outdoor education theories and models have been applied in an effort to better understand outdoor education. Amongst the key theoretical models or concepts are:. Outdoor education occurs, in one form or another, in most if not all countries of the world. However, it can be implemented very differently, depending on the cultural context.
Some countries, for example, view outdoor education as synonymous with environmental education , whilst other countries treat outdoor education and environmental education as distinct. The UK: The English Outdoor Council, an umbrella body, defines outdoor education as a way for students and teachers to be fully engaged in a lesson, all the while embracing the outdoors.
The EOC deems outdoor education as "providing depth to the curriculum and makes an important contribution to students' physical, personal and social education. Once teachers have completed their schooling, many have opportunities to work at various outdoor education centres in either country.
The Australian outdoor council has developed curriculum documents to ensure schools are partaking in outdoor education throughout the country. Canada: Environmental education, most notably outdoor education in Canada is seen through outdoor camp and residential programs, school-based programs and commercial travel operations. Outdoor education in Canada is based around "hard" technical skills—often travel and camping skills—and the "soft"—group skills and personal growth qualities—are blended with, one might say, the "green" and "warm" skills of a complementary eco-adventure focus.
Many schools and after-school programs such as The YMCA camps lean towards outdoor education, especially during the summer months. Denmark: Denmark is known as one of the more environmentally conscious countries in the developed world. One of the ways in which this presents itself, is through the forest school system that exists there. Children are taught in the woods using nature and animals to learn about basic environmental education as well as the fundamental elementary education that is required.
Students are encouraged to pursue a sustainable lifestyle, to take action for sustainable development, and to examine the challenges of SD. Annually 20 students are taken in to the programme. The first Latin country member of this network. From , Alain Kerjean developes Outdoor Education for universities in Romania and advises in France training organizations wishing to design programs based on this pedagogy.
His books and articles make available Anglo-Saxon research and publications on the subject to the French public. There is much anecdotal evidence about benefits of outdoor education experiences; teachers, for example, often speak of the improvement they have in relationships with students following a trip. However, hard evidence showing that outdoor education has a demonstrable long-term effect on behaviour or educational achievement is harder to identify; this may be in part because of the difficulty involved in conducting studies which separate out the effects of outdoor education on meaningful outcomes.
A major meta-analysis of 97 empirical studies indicated a positive overall effect of adventure education programs on outcomes such as self-concept, leadership, and communication skills. The largest empirical study of the effects of outdoor education programs mostly Outward Bound programs found small-moderate short-term positive impacts on a diverse range of generic life skills, with the strongest outcomes for longer, expedition-based programs with motivated young adults, and partial long-term retention of these gains.
In "Adventure in a Bun", Chris Loynes  has suggested that outdoor education is increasingly an entertainment park consumption experience. In a paper entitled "The Generative Paradigm",  Loynes has also called for an increase in "creativity, spontaneity and vitality". Outdoor education has been found more beneficial to those students who find classroom learning more challenging [ citation needed ].
Their work aims to support the notion that the more natural outdoor spaces in which child-initiated activities take place both directly and indirectly diminish the perception of underachievement. This is important because a number of studies have shown that expectations based on perception of students is important for student learning. This may also be due to a non-academic family background, a personal psychological trait such as attention deficit hyperactivity disorder , or because they are boys.
When German children from forest kindergartens went to primary school, teachers observed a significant improvement in reading, writing, mathematics, social interactions and many other areas. The focus was on raising the critical thinking skills of the students as a measure of improvement, where critical thinking was defined to be, "the process of purposeful self-regulatory judgment and decision making".
The problem solving capabilities included the ability of students to interpret, to analyze, to evaluate, to infer, to explain and to self-regulate. Researchers found that both 9th and 12th graders scored higher than the control groups in critical thinking by a significant amount. From Wikipedia, the free encyclopedia. Further information: List of 20th-century outdoor proponents and outdoor educators.
Adventure therapy Adventure travel Deep ecology Ecopsychology Educational progressivism Environmental psychology Green exercise Minimal impact code Natural environment Outdoor recreation Rite of passage Summer camp Team building Wilderness therapy Forest kindergarten.
House of Commons. Calouste Gulbenkian Foundation. Archived from the original PDF on Archived from the original PDF on July 1, Retrieved September 24, The Education Act and outdoor education: from policy to practice.
History of Education , 28 2 , The exploration of the Outward Bound process. English Outdoor Council. Retrieved July 19, Retrieved Seikkailukasvatus Humakissa". Adventure education and Outward Bound: Out-of-class experiences that have a lasting effect. Review of Educational Research , 67 , Enhancing personal effectiveness: Impacts of outdoor education programs. PhD thesis.