Children Learning Outside the Classroom: From Birth to Eleven

About the Book

Learning outside the classroom is increasingly seen as beneficial in both early years and primary settings, and it is becoming embedded in the curriculum, but what are the benefits of this approach? What do children learn from being outside the classroom?

This book explores why learning beyond the classroom is important for children, and offers practical examples of how to improve outdoor learning experiences for all children. In the face of the increasing restriction of children′s outdoor experiences, it will help the reader rise to the challenge of finding creative opportunities for working across the curriculum through outdoor activities.

Chapters cover:

- the theory behind learning outside the classroom

- transition from early years to primary practice

- what outdoor learning looks like, in different contexts

- teaching and learning across the curriculum outdoors

- how to evaluate the effectiveness of different outdoor activities, and learning outside the classroom as a whole.

Each chapter has case studies, thoughts on theory, points for practice and summaries to help readers digest the most important information. Critical thinking and reflective practice are encouraged throughout to support consideration of how outdoor learning relates to the curricula in England, Wales, Scotland and Northern Ireland.

Sue Waite is a Research Fellow at the University of Plymouth, where she leads the outdoor and experiential learning research network in the Faculty of Education.

Table of Contents:
Introduction - Sue Waite Theoretical Perspectives on Learning outside the Classroom - Relationships between Learning and Place - Sue Waite and Nick Pratt PART ONE: EARLY YEARS PRACTICE - REACHING OUT Crawling and Toddling in the Outdoors - Very Young Children′s Learning - Valerie Huggins and Karen Wickett Using the Local Community as Part of the Early Years Learning Environment - Karen Wickett and Valerie Huggins A Time of Change: Outdoor Learning and Pedagogies of Transition between Foundation Stage and Year One - Sue Waite, Julie Evans and Sue Rogers PART TWO: LEARNING OUTSIDE THE CLASSROOM ACROSS THE CURRICULUM FOR PRIMARY AGED CHILDREN English and Language outside the Classroom - Howard Cotton Mathematics outside the Classroom - Nick Pratt Science and Technology outside the Classroom - Beth Gompertz, Julia Hincks and Rachael Hincks Knight Understanding Places and Society Through History and Geography outside the Classroom - Orla Kelly and Roger Cutting The Arts outside the Classroom - Jeff Adams, Martin Ashley and Ian Shirley Physical Development, Health and Well-Being: The Role of Physical Education ′outside′ - Emma Sime and Liz Taplin PART THREE: OUTSIDE THE BOX Residential Centres: Desirable Difference? - Tony Rea School Gardens and Forest Schools - Rowena Passy and Sue Waite Environmental Education in the National Park: Case Studies on Exmoor - Dave Gurnett, Linda la Velle and Sue Waite Managed Learning Spaces and New Forms of Learning Outside the Classroom - Alan Peacock Making a Difference: Learning on a Grand Scale - Sue Waite Appendix: Some Useful Websites

About the Author :
Sue Waite is Associate Professor (Reader) in Outdoor Learning in Plymouth Institute of Education at Plymouth University, investigating how place, people and pedagogies interact to support positive societal outcomes in play, learning, health and wellbeing through the great outdoors. A qualified primary school teacher, over the last 20 years, Sue has published widely in academic and practitioner journals and edited books. Her research projects have included a sequence on Forest School practices and principles, a series looking at youth benefits from living and engaging with activities within National Parks, Economic and Social Science Research Council grants looking at ‘Opportunities afforded by the outdoors for alternative pedagogies in children’s transition from Foundation Stage to Year 1’ and ‘Understanding educational and wellbeing implications of learning outside the classroom through cross-national collaboration’. She also conducted a study about the effect of camping on children’s educational outcomes for the Camping and Caravanning Club. A BIG Lottery Research Programme award, Good from Woods, developed research capacity in third sector organisations to investigate ‘Social cohesion and well-being deriving from woodland activities’ and more recently the Natural Connections Demonstration Project, the largest outdoor learning project in the UK commissioned by Natural England, DEFRA and Historic England, provided strong evidence for multiple positive outcomes of curricular learning in local natural environments. She sits on Editorial Boards of several international journals:  Pastoral Care in Education, Education 3-13, Journal of Adventure Education and Outdoor Learning, the Journal of Outdoor and Environmental Education and the Journal of Experiential Learning.  Sue Waite will be discussing key ideas from Children Learning Outside the Classroom: From Birth to Eleven in the SAGE Early Years Masterclass, a free professional development experience hosted by Kathy Brodie. To sign up, or for more information, click here.

Review :
′This is not a ‘how to do it’ fun-filled activity book of potential outside-the-classroom learning activities, it is rather a book for reflection and consideration in responding to the need for outdoor learning and key principles which should be adhered to in extending learning beyond the classroom. As learning outside the classroom becomes increasingly well recognized, this book addresses issues of growing importance for parents, teachers

and all those concerned with children’s education in today’s world′

′It is difficult to do justice to this book in a short review, but at a time when the western world in particular is becoming more and more risk-averse—to an extent that is depriving many children of enriching outdoor experiences, this book is extremely welcome. Not only does it provide practitioners with a sound, theoretically based rationale for the benefits of outdoor education, it offers a wealth of ideas for using different environments effectively and should provide those who are uncertain about taking their students outdoors with the confidence to do so′
- Children, Youth and Environments Journal

′Since first reading, I have not stopped recommending this book to anyone involved in the quest to take learning outside; teachers, early years practitioners, support staff, playworkers and students. To my mind it is the best book to be written on the subject to date. Many books have described different learning experiences, extolled the benefits and given examples and reflections, yet this book goes further, as both a thorough interrogation and a Haynes-style manual for practitioners. If, at any point in your planning, you stop and wonder what you′re doing and why, the many points for practice highlighted within will enable you to deepen your understanding and strengthen your delivery. It is a book you can dip into time and time again to refresh your thinking and from which to draw inspiration. I often open it just to ponder one of the many useful questions it includes. In this way, you are guided to form your own point of view and at no point does the writing become evangelical. Challenges are raised and unpacked from different angles. Sue Waite is well known in the field for good reason. Her in-depth research as a fellow at the University of Plymouth has charted the growth of outdoor learning for primary aged children and subsequently the many challenges we face in initiating it. The many well-known chapter authors all contribute to a complete addressing of outdoor learning across all approaches, subjects and the curriculum′
-Melanie McCree, Forest School Leader

′This book introduces the subject of learning beyond the classroom clearly. In doing this, it addresses a gap in the literature. With an emphasis on personal engagement with outdoor spaces and the importance of learning beyond the classroom, this book covers how environments beyond the classroom can be a significant context for learning for children from the Foundation Stage through to the end of primary school′
- Deborah Albon, Senior Lecturer in Early Childhood Studies, London Metropolitan University

′There has been a distinct lack of books which provide links between the theory and practice of outdoor education. Sue Waite clearly has a vision for this book and there is potential for enormous impact on practice which will ultimately mean worthwhile, significant and life changing experiences for children!′
- Rebecca Austin, Senior Lecturer in Primary Education, Canterbury Christ Church University

I liked the way that this covers the whole of the Primary age range.
Good layout and format makes it easy to search for specific issues or concepts. The content supports the Creativity module that we deliver in Year 3.
It is relevant and accessible to all learners.

Library informed and ordered A fantastic resource that provides the critical link between theory and practice. Whilst the whole book is relevant to our programme, the first and final chapters are particularly strong. The inclusion of icons that highlight ′points for practice′, ′case study′ and ‘thoughts on theory′ should prove particularly useful to students involved in work placement. Relevant and succinct. Good coverage of this area from distinguished authors. Easily accessible with useful references, index and links to web sites. A ′student friendly′ book and a worthwhile read for academics. This book will be recommended to support a taught session on learning outside, which is part of a module on Communication, Learning and Play for first year B.Ed students. There are some really interesting sections on theory in this book, providing a solid justification for outdoor learning. Layout is clear and accessible and case studies provide interesting contexts. Very useful for promoting discussion and wider reading on pedagogic theory and practice involving the use of the outdoors. A good look in to the reasons all children should learn outside of the classroom. Well written and informative text . A useful text to recommend to students to further enhance their knowledge and understanding of the value of learning outside the classroom.
A easy read highlighting some key points to children′s learning in the outdoors. This book will be a useful text for my students when they are studying modules about International Perspectives (which includes Forest School), and Planning, Observation and Assessment when we consider learning that takes place in the outdoor learning environment. The chapters that are most relevant for my Early Years students are the Introduction, Section 1 and chapter 15. The remaining chapters are interesting but cover Primary education and would therefore not be of immediate relevance to them. The text is at an appropriate level for the first and second year degree students. The Case Studies, Thoughts on Theory and Points for Practice sections encourage deeper thinking and links to personal practice and philosophy. The discussions in the book are well supported with references which lead the reader to further literature on the subject. It is important to note that this book was published in 2011, prior to the revised EYFS so the references to this framework are out-of-date. A lovely book with good case studies but too broad an age range to make recommended. We are currently developing our modules relating to learning outside the classroom. We currently run a module about Forest Schools for our undergraduate and post graduate teaching courses. We are in the process of developing our Beach Schools programme (we aim to work in collaboration with schools in West Sussex). This book provides excellent theory relating to using the outdoor environment in an easiliy accessible manner and it will be recommended to our students and partnership schools. Very useful research if considering changing the outdoor environment and highlights the benefits in creating outdoor classrooms. Excellent coverage across FS through to the end of KS2- learning outside is not just for Early Years practitioners This is proving to be a very useful book for both the Early Years MA programme and a new programme for subject leaders in Primary Schools. It is particularly valuable with the latter due to the fact that very little is done about Outdoor Education in Primary training unless someone attends a Forest School course. A number of students have found this book invaluable. Covers all questions about outside learning with children. Clearly laid out with really useful boxes and tables. I particularly liked the case studies links to theory and practice points. Thank you Used mostly by staff rather than students A useful mix of generic and subject specific chapters.
Case studies assist in application to own circumstances.
Thoughts on theory allow for reflection and will assist students in bridging between this important and sometimes underplayed aspect and the practicalities of LoTC. A useful text allowing candidates to make clear connections between theory and effective practice. I found the chapter on transition particularly interesting. I have and will find this text particularly useful as this area is of special interest to me. It is also great to have a book that covers the whole age range (0-11y) and not just focussed on the early years so will be using across more courses including PGCE. a good additional book for the module on outdoor learning and work based projects A good text that covers many areas in alternative ways. good information Learning outside the classroom is an important aspect to practice and something many students struggle with.This books is helpful in explaining this concept and in encouraging both critical thinking and refelctive practice. A fascinating insight into the world that exists outside of the four walls. This is a comprehensive book and explores the theory behind the action. The challenges and benefits are carefully explored with case studies and reflection points. Informative and easy to access text for early years practitioners accessing foundation degrees and other early years undergraduate courses. Useful book for lecturers and students. Case studies mixed with theoretical perspectives ensure a good balance of theory and practice. This book offers a deeper than usual analysis of the importnace of chilren learning outside of the classroom - including off-site visits and residential opportunities. It is good to hear the value of these opportunities extended from very young children (where there is already considerable material) through to the end of primary. Now what about the value to secondary pupils?! Inspitational in approach in an area that is split in the sector over the amount of time and experiences children should have in the outdoors will point my students in the direction of this book as it encompasses a wide age range and I particularly like the way that is covers all areas of learning in depth very interesting book which will be recommended to students as it encompasses a lot of important aspects of wider learning opportunities Useful book looking at learning outside the classroom across subjects and ages - gives a good overview and is helpful as there is little recent suitable literature available. With multisensory learning a key focus for our SEN module this book will enhance their understanding in relation to alternative learning environments. This is a really useful book for giving students confidence to explore the outdoor environment and its value as a significant place of learning. Have recommended this book to all my students on the BE′d primary education degree at Moray House, Edinburgh University. A useful text for considering alternative opportunities for learning experiences No longer delivering this module