Peer-reviewed article
Outdoor learning in early childhood education: exploring benefits and challenges
Leena Kiviranta, Eila Lindfors, Marja‐Leena Rönkkö, Emilia Luukka ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This review examined 20 studies from 10 countries on outdoor learning in early childhood education and care settings. The analysis identified six key categories of benefits and challenges, including children's holistic development, health and wellbeing, multimodal learning opportunities, and experiences in nature. A major finding was that teachers need better training and support to effectively implement outdoor learning programmes. The study emphasises that outdoor learning can support children's overall development and wellbeing when properly organised and resourced.
Key points
- Outdoor learning can positively influence children's personal and social growth, healthy development, wellbeing and learning abilities
- Six main categories of benefits and challenges emerged: children's holistic development, health and wellbeing, multimodal hands-on learning, experiences in and of nature, teachers as mediators, and organisation of outdoor learning
- One of the main challenges is teachers' limited understanding and knowledge around organising and implementing outdoor learning opportunities
- Three main elements needed: providing nature experiences, supporting holistic wellbeing and development, and offering multimodal hands-on learning
- Teachers require pre- and in-service education and professional development to implement outdoor learning effectively
Limitations
This is a narrative synthesis of literature rather than a primary empirical study, so it cannot measure the magnitude of benefits or challenges across different contexts. The review draws from studies across 10 countries, which may obscure country-specific or culturally-specific findings.
Abstract
Background Studies indicate that access to nature may increase general human health and wellbeing. As a learning environment, the outdoors can also positively influence children’s personal and social growth, healthy development, wellbeing and learning abilities. To maximise the potential offered by outdoor learning, it is necessary to gain deeper understanding of its implementation, particularly in early childhood education and care (ECEC) settings.Purpose This review study sought to explore a small subset of relevant literature in detail, in order to identify and describe the noted benefits and challenges of implementing outdoor learning in early childhood.Method A narrative synthesis was undertaken. In total, 20 studies from 10 different countries on learning outdoors during ECEC were selected for in-depth analysis and synthesis. The benefits and challenges of outdoor learning implementation in ECEC were identified and categorised using thematic analysis.Findings The analysis yielded a detailed description of the opportunities, preconditions and resources for outdoor learning. Six data-driven categories emerged (i) children’s holistic development; (ii) health and wellbeing; (iii) multimodal, hands-on learning opportunities; (iv) experiences in and of nature; (v) teachers as mediators; and (vi) the organisation of outdoor learning. Overall, these categories suggested that three main elements need to be considered when planning and implementing outdoor learning: as well as providing experiences in and of nature for children, outdoor learning may benefit the holistic wellbeing and well-rounded development of children and can offer multimodal, hands-on learning opportunities. According to the analysis, one of the main challenges related to teachers’ understanding and knowledge around organising and implementing outdoor learning opportunities for young children.Conclusion In addition to highlighting the compelling potential benefits of outdoor learning in ECEC, the study findings draw attention to the need for teachers to be supported in developing the required competences to implement outdoor learning. In particular, introducing multimodal outdoor learning into educational practice necessitates pre- and in-service teacher education and professional development.