ECDA Outdoor Learning Guide Book

OUTDOOR
LEARNING
A National Guide for
Early Childhood Educators
Outdoor Learning
Committee
September 2019
ACKNOWLEDGEMENTS
The Outdoor Learning Committee would like Republic Polytechnic

to express our sincere appreciation to: Sport Singapore
Ministry of Education, Pre-school Education Beary Fun Gym
Branch and Physical, Sports & Outdoor
Education Branch for developing the Guide. Preschool centres
Dr Helen Little from Macquarie University, Carpe Diem MI Preschool Pte Ltd
consultant for the Outdoor Learning Choa Chu Kang Bible Centre Kindergarten
Committee, for her advice and guidance in Creative O Preschoolers’ Bay
developing the Guide. E-Bridge Pre-school Pte Ltd
We would like to acknowledge the Ichiban Montessori Preschool Pte Ltd
following professionals from the Outdoor Living Sanctuary Kindergarten
Learning Committee, for their important MOE Kindergartens
contributions and insights during the My First Skool
consultative process on the document:
MY World Preschool Ltd
Dr Sum Chee Wah NTUC First Campus
Early Childhood Development Agency Sparkletots Preschool by PAP Community
Dr Hanin Binte Hussain Foundation
National Institute of Education Ramakrishna Mission Sarada Kindergarten
Associate Professor Sirene Lim Skool4Kidz
Singapore University of Social Sciences The Caterpillar’s Cove
Zion Kindergarten
We are grateful to the following
organisations, as well as the principals and We would also like to express our
teachers from various pre-school centres, appreciation to the children, teachers and
for their support, feedback and suggestions: principals of the following preschool centres
for their involvement in the case studies:
Organisations
Early Childhood Development Agency EtonHouse Pre-school @ Mountbatten 223
National Institute of Early Childhood Little Preschool @ Whitesands
Development MOE Kindergarten @ Punggol Green
Health Promotion Board MY World @ Tenteram Peak
Housing and Development Board PCF Sparkletots Preschool @ Pioneer
National Parks Board Blk 661B
St. James’ Church Kindergarten (Leedon)
CONTENTS
Introduction 04
1 Purpose of Outdoor Learning 05 - 09

Our vision for outdoor learning 05
The benefits of outdoor learning 06
Learning opportunities in the outdoors 09
2 Guiding Principles for Outdoor Learning 10 - 13

pplying the guiding principles from the Early Years
A
Development Framework (EYDF) 11
pplying the iTeach principles from the Nurturing Early
A
Learners (NEL) Framework 12
3 Practical Considerations for Outdoor Learning 14 - 32

Creating opportunities for purposeful play in the outdoors 14
- Promoting children’s autonomy and choice 15
- Developing children’s conceptual knowledge and skills 17
Maximising the learning potential of outdoor spaces 19
Taking safety precautions in the outdoors 25
Educators’ roles for outdoor learning 29
4 Getting Started on Outdoor Learning 33 - 51

Making use of outdoor spaces 33
Possible outdoor learning experiences 35
Case studies 40
Frequently Asked Questions 51
References 59
Introduction 04
Introduction
This guide does not introduce a new programme or approach to outdoor learning. It provides
you with guiding principles, key ideas and practical suggestions to enrich and enhance
children’s learning and development in the outdoors. This serves to complement the Early
Years Development Framework (EYDF) and Nurturing Early Learners (NEL) Framework in
guiding your planning for outdoor learning experiences to support the holistic development
of children from ages 2 months to 6 years.
The guide aims to:
A motivate and inspire you to take

children outdoors to play, explore
and discover;
B encourage you to use the outdoor

spaces in the immediate vicinity
of your centre as learning spaces
to promote children’s learning
and holistic development; and
C provide suggestions on the

designing and facilitating of
outdoor learning experiences
t h a t a re a p p ro p r i a t e a n d
meaningful for children.
For the purpose of this guide, outdoor learning refers to outdoor experiences intentionally
provided to support children’s play, exploration and discovery in natural or urban
outdoor spaces.
Look out for these icons within the guide!
This icon points out This icon presents thought- This icon shows how the
interesting facts. provoking questions for principles from the EYDF and
reflection. NEL Framework may be put
into practice.
Purpose of Outdoor Learning 05
1 Purpose of
Outdoor Learning
Our vision for outdoor learning
The Outdoors - Our Classroom, Our Playground

We envision outdoor learning to be:
• an integral part of children’s everyday life;
• fun and enjoyable; and
• both a stimulus for and an extension of what children learn indoors.
The outdoors offers rich sensorial experiences to support children’s growth and development.
Children should enjoy regular, frequent and meaningful opportunities to play, explore and learn
in natural environments or urban outdoor spaces — be it in a playground, neighbourhood park,
community garden, a grass patch or any open space in the immediate vicinity of your centre. Outdoor
learning can also take place on field trips to the reservoir or nature reserve.
By growing up with frequent and regular opportunities to enjoy the outdoors, children begin their
journey to becoming healthy youths and adults with active lifestyles and start to develop emotional
connectedness to their environment and community. Educators, family, and other members of
the community have a role to play in achieving this vision by demonstrating a positive attitude and
participating in outdoor activities.1
The benefits of outdoor learning

The benefits of outdoor learning on children’s holistic development and learning, health and well-
being, and environmental awareness and rootedness to the community are well-supported by a
substantial body of research evidence.2
Holistic development and learning

•S
timulate brain development and enhance cognitive functions — Outdoor experiences offer
unique possibilities for the development of cognitive functions like creativity, imagination, critical
thinking, reflection, problem-solving, interpersonal skills, communication skills, concentration
and empathy.3,4,5,6
• Fulfil children’s basic needs for freedom, adventure, experimentation, risk-taking and just
being children — Outdoor environments are open and less structured, providing opportunities
for children to explore, and challenges to overcome.3,7
• Enhance children’s self-esteem and confidence — Outdoor activities allow for more child-initiated
activities where children make their own choices and decisions.8 There is evidence that enjoyment
and autonomy of choice contribute to improved learning and the application of that learning.9
• I mprove emotional regulation and interpersonal skills — As children play and learn in the
outdoors, they have numerous opportunities to interact with their peers, and engage in authentic
scenarios of negotiation and conflict resolution.6,10,11,12,13
•D
evelop conceptual knowledge and skills —The constantly changing, rich and sensorial outdoor
environment encourages children’s spontaneous exploration and discovery. It provides a real and
authentic context for children’s learning in areas like mathematics, language and literacy, and
the scientific process such as observation, prediction, and inference.3,6,14,15
Did you know?

m going outdoors.
Adults also benefit fro
Sim, a physiotherapist
According to Ms Annette
spital:
at Singapore General Ho
rs in th e na tu ra l
• E xe rc isi ng ou td oo
positive moods and
environments fosters
helps to reduce stress.
facilitates physical
• Being active outdoors
action.
activity and social inter
er to the
es, 13 November 2013 (Ref
Source: The Straits Tim rm atio n on the benefits
more info
Healthhub website for
utdoors for adults.)
of exercising o
The outdoors offers opportunities for social interactions.

Physical activities in the outdoors can promote children’s overall health and
well-being.
Health and well-being

• P ro m o t e ove ra l l h e a l t h a n d we l l - b e i n g —
Physically active children are likely to have healthier
weight, better bone density through improved strength
and greater exposure to sunlight and vitamin D,
better fundamental movement skills, improved
respiratory health, better immune systems, and
reduced risk of developing myopia.16,17,18
• Set the foundation for lifelong engagement in physical activity19
— Outdoor activities are important to counteract the potential negative implications from
over-exposure to sedentary activities. According to the World Health Organisation (WHO)
recommendations, children, including those with disabilities, should be encouraged to participate
in a variety of enjoyable and safe physical activities that support their natural development.20, 21
• Decrease stress and improve children’s mental and emotional well-being — Outdoor experiences
in natural outdoor environments have a calming effect and positively influence children’s mental
health, level of attention and focus. This could also positively affect children with attention-deficit/
hyperactivity disorder.6,12,13,22,23,24
Environmental awareness and rootedness in the community

• P romote a sense of wonder and curiosity — The outdoors provides a rich base of
experiences that allows children to have first-hand exploration of the world and experience
natural phenomena. They develop a sense of wonder and curiosity about elements of nature
(e.g. weather, flora and fauna, sand, water), and become inspired and motivated to explore,
discover, inquire, critically think, and reflect about the real world.6
Did you know?

ch ild re n be ne fit
Th e ex te nt to wh ich
largely depends
from outdoor learning
and quality of the
on the intentionality
.
outdoor experiences
is not sufficient to
Simply being outdoors
ive attitudes and
shape children’s posit
th e en viron me nt ,
be ha vio urs tow ards
rstanding of how
or develop their unde
e. Key knowledge,
things work in natur
are learned when
skills and dispositions
ed in the learning
they are explicitly includ
s an d fac ilitate d
ob jec tives of ac tiv itie
y for adults to role
accordingly. It is also ke
s and behaviours,
model positive attitude
onsibility for the
such as care and resp
e of wo nd er an d
en viron me nt , a se ns
en viron me nt , an d
cu rio sit y ab ou t th e
in being outdoors
most importantly, joy
ture.
and interacting with na During a walk in the park, stimuli present in the environment, e.g.
reflections on the water surface, and caterpillars may prompt children’s
curiosity and invite further exploration.
• Develop a sense of responsibility, care, appreciation and love of nature — Regular outdoor
experiences help children understand the importance of conservation and sustainability. The
emotional bond to nature forms the foundation for children’s subsequent understanding of
environmental issues and positive attitudes toward the environment.19, 25
Children develop environmental

awareness as they participate in As the children take a walk in the park, they notice terrapins in the pond and learn
recycling activities. more about them.
• S trengthen children’s connection and

rootedness to the community — Activities such
as neighbourhood and nature walks provide
opportunities for children to explore and
become more familiar with their immediate
environment, as they see the people living,
places changing and things happening in their
neighbourhood.19, 25, 26, 27
Children can find out more about the people and places around
them during a neighbourhood walk.
Learning opportunities
in the outdoors It is important that we ensure
children experience a wide
variety of outdoor learning
The nature of the outdoors engages children in activities that allows for:
ways that are not possible indoors. Outdoor open
spaces and the unlimited resources and stimuli
available (e.g. natural sounds and materials)
provide numerous opportunities for children to
explore, discover and learn in, about and through Learning in the outdoors
the outdoors. Bringing children to the outdoors,
and using it as a physical setting
These three aspects of outdoor learning provide a to carry out the activities
useful frame for us to understand the variety and
range of experiences that children could have in the
outdoors. In reality, the three aspects are neither
distinct nor mutually exclusive but intertwined
to fulfil different purposes that are important for
children’s growth and development. Learning about the outdoors
Getting children to explore
and find out more about the
outdoor environments
(e.g. about the elements of nature
and the people and places in the
community or neighbourhood)
Learning through the outdoors

Taking advantage of the unique
characteristics of the outdoors
to support children’s holistic
development
Educators can provide opportunities for children to learn in, about,
and through the outdoors.
How can you tap the unique characteristics and opportunities available in your immediate
outdoor environment to enhance children’s learning experiences?
Summary
We envision outdoor learning to be an integral part of our children’s lives.
As outdoor learning brings about numerous benefits in terms of children’s
holistic development, health and well-being, and environmental awareness and
rootedness in their community, it is important for educators, families and the
community to play an active role in promoting outdoor learning for our children.
As educators, you are key in ensuring a variety of activities for children to learn in,
about, and through the outdoors.
Guiding Principles for Outdoor Learning 10
2 Guiding Principles for

Outdoor Learning
Promoting outdoor learning is not about creating a new programme. Outdoor learning experiences
for children should be intentionally planned as part of your centre’s existing programme or
curriculum, taking reference from the existing principles outlined in the Early Years Development
Framework (EYDF) and Nurturing Early Learners (NEL) Framework.
Pillars and Guiding Principles
The Developing The Intentional The Professional The Involved The Engaged
Child Programme Educarer Family Community
Developing secure Generating Committing to Involving families Engaging the
attachments and culturally and professional as partners in the community as
confidence in developmentally standards and care, development support and
children with appropriate ethics in working and education of resources for
nurturing adults opportunities for with children, children home and centre
children’s holistic families and
development and educarers’ own
learning in a safe professional
and healthy development
environment
Considering what is readily Planning and

available in your immediate implementing
outdoor environment, particular outdoor learning
characteristics and interests of activities for
your children young children
Figure 1 Guiding principles for planning and implementing outdoor learning activities
Applying the guiding principles from the Early Years

Development Framework (EYDF)
The overarching principles from the EYDF are useful in guiding the planning and provision of outdoor
experiences for pre-school children from ages 2 months to 3 years.
The Developing Child

Children who are securely attached are more
confident and ready to explore new environments.
You can help to establish this secure attachment
by creating a warm, dependable and responsive
relationship with children, so that they are better
equipped to explore the outdoor environment.
Exploring the outdoors is also an important
aspect of developing children’s self-awareness
and self-help skills.
The Intentional Programme

Ensuring that children have access and
opportunities to explore a variety of outdoor
spaces and environments, which are well-stocked
with both man-made and natural materials, is
important for their growth, development and
learning. Children should engage in a variety
of outdoor experiences which are culturally
and developmentally appropriate to facilitate
play and exploratory behaviours for learning and
development.
The Professional Educarer
With the shared understanding that the
outdoors is important for children’s growth
and development, you should keep abreast of
the latest developments in the area and the
associated pedagogical practices. Observation, A child exploring the outdoor environment with the educarer.
documentation and reflection of the children’s
outdoor experiences should also be constantly carried out. In this way, you are constantly
thinking about and reflecting on your practice, which will benefit how you engage the children in
meaningful outdoor experiences.
The Involved Family
Inculcating a positive attitude towards the outdoors requires the involvement of the many stakeholders
in the child’s life, especially his or her family. You can engage the family to share tips and ideas
on appropriate and meaningful outdoor experiences for children, and encourage families to
participate frequently in outdoor activities. In this way, the outdoors may become an integral part
of children’s everyday experiences.
The Engaged Community
There are rich and plentiful resources to enhance children’s outdoor experiences, many of which are
freely available. You can tap upon the spaces, resource persons and community resources available
to guide your planning and implementation of children’s outdoor learning activities.
Applying the iTeach principles from the Nurturing Early

Learners (NEL) Framework
When planning outdoor learning activities for children ages 4 to 6 years, you can consider how the
iTeach principles may be applied to outdoor learning experiences.
I ntegrated approach to learning
When you intentionally plan for children to spend time in the outdoors, children can make
meaningful connections between their indoor and outdoor experiences. There are many
opportunities for authentic learning in the outdoors, whether planned or incidental. These could
be meaningfully connected to the existing themes/topics/projects/concepts children are
exploring or skills they are developing. They could also provide the stimulus for new topics/
projects. In this way, there can be continuity in children’s learning and experiences from the
indoors to the outdoors and vice versa.
T eachers as facilitators of learning
In planning outdoor activities, you should consider how children develop and learn as well
as their interests, abilities and needs. In understanding the children’s prior experiences and
attitudes towards the outdoors, you can better plan and use teaching strategies to engage
them in outdoor learning experiences. To optimise learning, you can build in small steps to
familiarise the children with the outdoors and the immediate environment around them, before
extending to exploration in greater depth.
E ngaging children in learning through purposeful play
The outdoors provides many opportunities for purposeful play and children should be given ample
opportunities to engage in varied and extended play in the outdoor environment. You can increase
the opportunities for outdoor learning by intentionally creating the space and time for children to
engage in purposeful outdoor play. At the same time, you can also place open-ended materials
and resources in the outdoors for children to explore in a variety of ways.
A uthentic learning through quality interactions
Children can explore numerous new objects, man-made and natural

environments, and interact with people, plants and animals when
they are in the outdoors. Such new experiences and stimuli provide
starting points for shared and sustained conversations, which are
key to quality interactions between you and your children, as well
as between children. In addition, such shared experiences and
conversations provide a strong foundation for children to develop
their social skills, environmental awareness and sense of belonging Teachers can engage children in quality
to the community. interactions by participating in their
outdoor experiences.
C hildren as constructors of knowledge
In the outdoors, children experience a wide range of phenomena

and have the opportunity to interact with and explore different
objects and environments from their everyday lives. These
interactions ignite children’s innate curiosity and inspire them
to question and find out more about themselves and the world
around them. The variety of stimuli in the outdoors and open-
ended nature of the outdoors also enable children to exercise their
autonomy and choice, with more opportunities for child-initiated
Children can explore different stimuli in
conversations and activities. the outdoors and engage in conversations
about the world around them.
H olistic development of children
The outdoors is invaluable in the holistic development of children, providing rich opportunities
for children’s development in the learning areas and learning dispositions. You can facilitate
children’s holistic development through meaningful outdoor experiences that enable children
to develop knowledge, skills and dispositions across different learning areas, as well as
recognise and display learning dispositions.
Think about the existing outdoor experiences provided at your centre. Which guiding
principle(s) from the EYDF or NEL Framework do they fulfil? How is/are the principle(s)
being applied?
Summary
As educators, you could take reference from the principles outlined in the EYDF
and NEL Framework to intentionally plan and conduct outdoor learning
activities for the children as part of your centre’s existing programme
or curriculum.
Practical Considerations for Outdoor Learning 14
3 Practical Considerations
for Outdoor Learning
In facilitating outdoor learning experiences, it is important to consider how to create opportunities
for purposeful play, maximise the potential of immediate outdoor spaces near your centre, as well
as take precautions for children’s and your own safety.
Creating opportunities for purposeful play in the outdoors

Purposeful play in the outdoors can range from being spontaneous and child-directed with
free choice by children, to being planned and teacher-directed with instructions provided by
the teacher.
Child- and
Child- Teacher-
teacher-
directed play directed play
directed play
• C
hildren’s role: • B
oth teacher and • T
eacher’s role:
Direct their child co-direct the Plans and facilitates
own play play experience enjoyable activities/
(e.g. play might be games that allow
• T
eacher’s role:
initiated by the child children to develop/
Provides time,
but the teacher reinforce their
space and resources;
can also guide knowledge, skills and
takes on the role
and extend play dispositions
of observer as
through prompting
children play • C
hildren’s role:
questions)
Participate in and
enjoy the activities/
games planned for
them
Figure 2 Continuum of purposeful play
The continuum of purposeful play (Figure 2) allows for different types of outdoor learning experiences.
• Child-directed play is beneficial in promoting children’s autonomy and choice, social and
emotional development, as well as creativity and imagination.28, 29
•P
lay that includes teacher involvement can effectively support children’s development of
conceptual knowledge and skills.30
Promoting children’s autonomy and choice

What does it mean?
Children’s autonomy and choice, that is, their
thinking and ideas, are key to building their
confidence and positive attitudes towards learning.
The open-ended nature of the outdoors offers an
excellent context for a variety of play experiences,
and in particular, child-directed play, with ample
opportunities for:
• Freedom
• Adventure
• Risk-taking
• Creativity
• Imagination
The degree of children’s autonomy and choice
in their play and learning experiences varies,
depending on the nature of the activity along
the continuum of purposeful play as shown in
Figure 2.
The outdoors can meet children’s needs for freedom, adventure,

risk-taking, creativity and imagination.
know ?
Di d y o u
t i ve
r e r e s t r i c of
e mo eve l s
t e n d t o b iour and l ment.
e rs hav iron
Te a c h ildren’s be arning env e e d o m
e r
with c h oo r l t i ve f o
e i n an ind re i s re l a ich leads t
nois t, t h e s, w h g d
e
I n co
n t ra s he outdoor
y m o re eng0a is
t l h
How do you balance ed by atural ry. T
1
afford ren being n and discove s more
between children’s ild
the ch exploration chers to fo stead of
cu
needs for adventure l a y, he te a re in
n
in p n able t th the child ir behaviou
r.
l d e i
and risk-taking with cou n g w g th e
eracti nagin
your concerns about on int ing and ma
v is
super
their safety?
Children can freely and actively explore the nearby

park.
What does it look like?

To promote children’s autonomy and choice, you can use the following guiding questions as you plan
and implement outdoor learning activities:
Stage of planning/ Possible guiding questions to promote

implementation children’s autonomy and choice
•W
hat open-ended activities do the available outdoor spaces support?
•H
ow might the activities encourage children’s need for freedom,
adventure, risk-taking, and creativity and imagination?
• How should the space be set up to encourage children’s free and
Before active exploration? How can I provide open-ended resources and
materials to facilitate a range of outdoor experiences and encourage
implementing
the outdoor freedom of choice?
activity • What is my involvement during children’s play and exploration? How
can I calibrate my involvement to encourage children’s autonomy
and choice?
• What are some things I would want to look out for when observing
and documenting children’s learning in the outdoors?
• What are the children wondering about, or trying to do? How can I
spontaneously respond to the children’s interests and needs?
During •W
hen, and how, should I comment on, participate in or ask questions
about children’s play and exploration? Would my involvement be
the outdoor meaningful and appropriate in promoting children’s autonomy and
activity choice?
•W
hat should I document about children’s play and exploration? How
can I find out more about their thinking?
• What questions did the children ask? What were their interests and
needs when they were outdoors? How can I further extend their
interests and ideas?
After •H
ow can sufficient opportunities be provided for children to pursue
the outdoor their interests and demonstrate their thoughts and ideas? What went
activity well? What didn’t?
• How can I better incorporate children’s ideas and thinking in future
activities?
How can you empower children to explore the outdoors freely and actively so that they
can build their confidence and be motivated in self-directed learning?
Developing children’s conceptual knowledge and skills

What does it mean?
Concepts and skills are best learnt and understood through first-hand experience. Children are
natural explorers and experimenters, and the outdoors provides rich opportunities for such active
learning. Infants, toddlers, and older pre-schoolers can move about to discover elements of nature
(e.g. wind, sand, water) and notice natural phenomena (e.g. weather changes, light and shadow,
rain and sunlight, growth and decay) in the outdoor environment. Teachers can, through the careful
selection of space and materials, support children’s natural inclinations to explore and learn in, about
and through the outdoor environment.30
Frequent and regular experiences in the outdoors will offer children many opportunities to try out
new ideas and activities, or revisit activities which they have previously gone through. When children
revisit activities, they can reinforce their existing conceptual understanding, or practise certain target
skills. When they try out new activities, these new experiences provide opportunities for children to
learn new knowledge, skills and dispositions, which can be incorporated into their existing patterns
of thinking. This helps them in connecting to new learning and extending their learning to promote
further concept and skill development.
Children’s conceptual knowledge and skills (e.g. patterning) can be developed using natural materials in the outdoors.

To develop children’s conceptual knowledge and skills, you can use the following guiding questions
as you plan and implement outdoor learning activities:
Stage of planning/ Possible guiding questions to develop

implementation children’s conceptual knowledge and skills
•W
hat are the children’s prior knowledge, skills and interests?
•W
hat are the learning objectives to be achieved through
Before these activities?
implementing • How can the outdoors support children in achieving the learning
the outdoor objectives?
activity
• What are some things I would want to look out for when observing and
documenting children’s learning in the outdoors?
During • What are the children doing and what are they interested in?
•H
ow can I find out more about their thinking and learning?
the outdoor
activity •H
ow should I facilitate, extend or deepen children’s learning?
• How do I know if the activities have met the intended learning objectives?
After •W
hat concept and skill have the children learned and developed?
the outdoor
• What can I do next to extend and/or deepen children’s learning in the
activity
subsequent indoor and/or outdoor experiences?
Consider children’s developmental milestones

and the learning outcomes and goals in the
EYDF and NEL Framework. How can you make
use of learning experiences in, about, and
through the outdoors to help children meet
these developmental milestones, learning
Children’s conceptual knowledge and skills (e.g. goals and outcomes?
comparison of leaf characteristics) can be developed
using natural materials in the outdoors.
Large spaces support activities like riding tricycles.
Maximising the learning potential of outdoor spaces

What does it mean?
Outdoor spaces can influence the range and
variety of outdoor activities provided. The quality
of children’s experiences depends on how you
optimise what is available in your centre’s
immediate outdoor vicinity to maximise the
learning potential of existing outdoor spaces. In
making use of the outdoor spaces available in
our immediate environment, you may consider
the following:
• Use of differently-sized spaces to accommodate
different numbers of children and different types
of activities.
•D
esign and set up of spaces to cater to children
of different abilities and needs, including
children with additional needs.
•F
lexible use of space, including communal and
public outdoor spaces such as playgrounds,
gardens and shared open spaces by adding
mobile, open-ended or temporary materials,
equipment or fixtures to fulfil different needs
and purposes.31 Cosy spaces are good for activities involving a small group
of children.
Large blocks in open spaces enable children to create bigger

and more varied structures.
Teachers can use flexible and open-ended equipment in

open spaces.
Communal or shared spaces can be used if spaces within the Teachers can use mobile easels to allow for outdoor art
centre are limited. activities.
Walls can be enhanced to provide spaces for children’s creative expression.

• I ncluding children’s voices and ideas in the use of outdoor spaces to promote a sense of ownership
in the outdoors.
Children can decorate different parts of the garden (e.g. by

adding mosaic pieces to the planters).
Teachers can set up resources for children’s easy access and

facilitate children’s choice and decision making.
Children can customise the equipment they are playing with

Teachers can provide spaces for children to create and (e.g. by adding webbing to help the younger children climb
document their own learning. on the tyres).

The use of different spaces should take into consideration the different interests, learning styles,
readiness and needs of children.7 When planning the use of spaces available in your immediate
outdoor environment, you could consider including spaces for promoting:
• I magination: This could include spaces with natural and other open-ended materials for children
to use as part of their pretend play.
Children can engage in pretend play using the “well” made Children can make use of natural materials in their imaginative
out of open-ended materials. play.
•M
ovement: This could include large open spaces which allow for more unrestricted movement
(e.g. running, jumping, sliding) and playgrounds for children to engage in active and noisy play.
Mobile equipment could also be used to create flexible structures which could be easily changed
to encourage variety in children’s play, or to target particular movement skills e.g. coordination
and balancing.
Teachers can use flexible structures or materials that can be easily moved,
Children can engage in active and noisy play lined up, or redesigned to encourage different types of play and movement
at the playground. activities in open spaces.
Teachers can make use of open spaces for children’s unrestricted movement.
•E
xploration: This could include outdoor spaces with stimuli such as natural or recycled materials
intentionally provided to encourage exploration and discovery (e.g. sand pit, gardens, muddy ground,
sound walls). For very young children, teachers can provide the stimuli in a more manageable
environment (e.g. in tubs).
Teachers can provide a variety of plants for children’s The outdoors is a much less restrictive environment for
exploration. children to explore different sounds.
•S
ocialisation: This could include both open
spaces for large group activities and spaces
which allow for small group and social
interactions.
Certain outdoor spaces promote new sensorial experiences,

which can lead to conversations among the children.
•R
esting and reflection: This could include quiet/ •C
reativity and expression: These are spaces
hidden spaces which offer privacy and allow which children could call their own. They are
children to have personal time and space to given opportunities to express themselves and
simply connect with the outdoor environment. create artefacts or artwork, either individually
As children rest and reflect in the outdoors, or with friends.
they become more attuned to the environment
as they feel the wind blowing on their faces and
hands, observe the sky and clouds, and listen to
the sounds of people and vehicles passing by.
The children played tic-tac-toe on the concrete ground.
Teachers can provide quiet spaces in the outdoors for children

to rest and reflect.
The children created sculptures out of clay for this corner in

the garden.
Taking safety precautions in the outdoors

What does it mean?
Outdoor learning provides a natural context for children to practise elements of risk-taking and
problem-solving to take place. Risks pose challenges and uncertainties. However, they are also an
essential part of children’s growth and learning. Therefore, the goal is not to eliminate all risks from
our children’s lives, but to manage them with a perspective that considers the spectrum of hazards.32

You need to take a variety of safety precautions to ensure children have beneficial and positive
outdoor experiences. There are safety considerations which we need to bear in mind when planning
and implementing outdoor activities for our children. You can consider using the People, Equipment,
Environment and Process or PEEP model33 to identify issues, concerns, existing and potential hazards,
as well as the mitigating measures required to carry out the outdoor activities.
Some of the key areas under PEEP include:
People The people who are present during the outdoor activity and their roles.
Key considerations Possible safety precautions
•D
eploy sufficient number of adults (e.g. other
Can I meet the colleagues, parents) with the right skills and disposition
required staff to supervise the children outdoors (e.g. adults who
to child ratio have first-aid training).
for the outdoor • Adopt a staggered schedule when planning outdoor
activity to experiences for several classes. For example, instead of
ensure children bringing the entire level of children out for a neighbourhood
are well walk at the same time, consider arranging different time
supervised? slots for the outdoor activity to take place for a smaller
number of classes.
Are the adults

involved familiar •B
rief adults involved on safety procedures before
with safety conducting outdoor activities.
measures to • Conduct training for adults involved to ensure that they are
manage different confident and competent to manage emergency situations.
situations?
Are the children •A

dvise adults and children to wear suitable attire (e.g.
and adults light clothing, covered shoes, hat).
involved suitably
attired for the • Check for attire that may pose safety threats (e.g. dangling
lanyards, loose shoes, sharp objects in pockets).
outdoor activity?
What do I • Find out how comfortable the children are in going

know about outdoors and the frequency of their outdoor experiences
the children’s outside of school hours.
prior outdoor • Provide a variety of activities that caters to children’s
experiences? different levels of readiness towards outdoor learning.
Environment The space where the outdoor activity is conducted.
• Conduct a recce of the outdoor space with other adults

involved.
Are you and the
• Find out about the space location, its accessibility, shady
adults involved areas and potential issues with other users or owners
familiar with the of the space.
outdoor space?
• F ind a suitable sheltered area in case of changing
weather conditions during the outdoor activity.
• Scan the environment before using it.

Is the outdoor
• Plan and set space boundaries for children to play and
space safe for explore in.
children to freely
explore on their • Ensure that children are within the sight of adults present
at all times.
own and with
their peers? • Anticipate any risky behaviour that the children could
engage in.
Are there •C
heck that the outdoor space is free from hazards (e.g.
potential hazards potholes, sharp edges, poisonous plants and insects,
in the outdoor broken tiles, slippery floor).
space? How can • Maintain a good distance away from nearby buildings, killer
I manage the litter zones, main pedestrian or cycling thoroughfares,
possible risks? roads, and stairway landings to avoid accidents.
• Check signage on the use and rules (if any) for the use
Is the outdoor of the space to ascertain the suitability for the children.
space suitable for
the children? • Check that the space is accessible to and allows the
participation of all children in the targeted group.
Equipment The items that are required to ensure children’s safety and well-being during
the outdoor activity and those that are available to facilitate children’s play
and exploration.
• Bring along a first-aid kit and other essentials (e.g. a

What should I mobile phone, emergency contact numbers, camera,
bring when going umbrella, and rain coat).
outdoors with the • Review the first-aid kit to ensure no items are expired.
children?
• Remind children to bring their water bottle along.
Is the equipment
• Recce the outdoor space (e.g. playgrounds) and check
at the outdoor
signage on the instructions and rules for using the
space adequate and equipment to ascertain the suitability for the children.
appropriate?
•S
can all the equipment available to ensure no broken parts
Is the equipment and sharp edges before allowing children to use them.
in good working
condition? • Check and ensure there are no equipment with hot surfaces
(e.g. metal slides) before allowing children to use them.
Process The necessary steps to be taken for conducting outdoor activities.
Is there a set of
standard operating
• Work with your centre leader or key personnel to develop
procedures (SOP)
the SOP for outdoor activities, including developing a
or guidelines for procedure for conducting a benefit-risk assessment.
outdoor activities in
the centre?
Is a benefit-risk • Go through the procedure of evaluating the benefits and

assessment risks involved in conducting the outdoor activity in the
conducted before selected space.
carrying out the • Involve key adults in the evaluation of benefits and risks
outdoor activity? of the outdoor activity.
Are parents aware of • Make use of suitable platforms such as your centre’s
the types of outdoor orientation day, newsletter, centre handbook, and parents’
experiences planned briefing to help parents understand the importance
and provided by of outdoor learning and the types of outdoor activities
your centre? provided by your centre for the children.
• B rief children about the location and nature of the

How can I prepare the outdoor activity.
children for the outdoor
activity? • Involve the children in suggesting a set of rules and
things to note when in the outdoors.
Educators’ roles for outdoor learning

When planning and implementing outdoor activities for children, you would need to assume the
following roles:
• Planner • Observer and assessor • Collaborator and
• Facilitator • Reflective practitioner Communicator
These roles can come together in various ways, depending on your centre’s practices. In addition,
there are also the considerations of promoting purposeful play, maximising the learning potential of
the outdoor spaces, and taking safety precautions. The figure below shows how you could fulfil your
roles as educators while paying attention to the considerations mentioned above:
PLAN
In planning for outdoor experiences, we could use BREAD^
(Benefits-Risks-Evaluation-Action-Decision) as a practical
approach to conduct a benefit-risk assessment.
Benefits C
onsider the learning potential and objectives, and in particular, how
you can create opportunities for purposeful play to promote children’s
autonomy and choice, and support their concept and skill development
through outdoor activities (refer to pages 14-18).
D
etermine how you can tap nearby outdoor spaces, and maximise their
potential to help meet the objectives (refer to pages 19-24).
Risks C
onduct a recce of the outdoor space. Use the PEEP (People, Equipment,
Environment and Process) model to identify the hazards and anticipate
potential issues before and during the outdoor activity (refer to pages
25-28).
Evaluation E
valuate the likelihood and severity of risks and weigh them against
the benefits.
I f the benefits outweigh the risks, the outdoor activity should be
allowed to continue. Consider how risks of low to mild severity might
be mitigated to a more acceptable level. For example, if the risks on
the field are assessed to be hazardous to the children and may result
in injuries (e.g. tripping over roots growing above ground), then that
specific area could be cordoned off and children briefed to avoid that
area when playing and exploring in the field.
I f the risks identified outweigh the benefits, despite mitigating
measures, the activity should not be allowed to continue.
^ BREAD was developed by participants of the Outdoor Learning Training of Trainers Workshop in
July 2019.
Action ist possible ways to mitigate the risks and maximise benefits/
L
opportunities.
S
tate who will be following up with the mitigating measures or actions.
R
ecord when the actions have been followed up.
Decision D
ecide on the activities which can be feasibly and safely carried out in
the outdoor spaces available.
O
rganise the equipment, materials and other preparation as required
for the outdoor activity.
Facilitate
D
uring the outdoor activity, observe the children’s play to note their questions and
interests, and respond to them meaningfully and appropriately.
C
apitalise on teachable moments to promote children’s autonomy and choice (refer
to the possible guiding questions on page 16).
P
rovide guidance and support children’s concept and skill development (refer to the
possible guiding questions on page 18).
M
odel positive behaviours and attitudes for children (e.g. show respect for the
environment and sense of curiosity about natural phenomena).
E
ncourage children to talk about and think back on their outdoor experiences and
suggest ways on how they can approach their outdoor experiences differently.
P
rovide connections between children’s outdoor and indoor experiences to enhance
and extend their learning.
s e r v e a n d a s se ss
O b
U
se various methods such as observation
and engaging children in conversations
to collect information about children’s
behaviour, thoughts, and ideas during
outdoor activities.
Take photographs to document children’s activity and
D
ocument children’s interests, activities play for further analysis.
and learning in the outdoors (e.g.
through taking photographs/videos,
collecting their artwork or completed
activity sheets).
A
nalyse and interpret the information
collected to better understand the
children and inform subsequent planning
of outdoor learning experiences.
Children’s recording of their outdoor experiences can
also be a useful source of information to monitor and
assess children’s learning.
Reflect
B
ased on the children’s experiences, identify what went well and what did not.
D
etermine success factors and think of ways to enhance these factors.
C
onsider the challenges encountered and think of ways to overcome them.
Based on the successes and challenges, modify the outdoor activities accordingly.
o ll a b o r a t e a n d co m m u n ic a te
C
As educators are not solely responsible for ensuring outdoor learning becomes an
integral part of children’s lives, it is important to create buy-in from parents and tap
the resources in the community to enrich children’s outdoor learning experiences. To
do this, you can:
Communicate the benefits of outdoor learning to parents (refer to pages 6-8).

et parents know what outdoor experiences the children have enjoyed (e.g. by showing
L
documentation of children’s experiences and works from their outdoor activities)
and how to extend their learning during out-of-school time.
I nform parents early on the types of outdoor experiences that your centre plans and
conducts as part of its curriculum and programme.
S
hare resources to promote outdoor learning with the parents (e.g. outdoor events,
places to explore).
W
ork closely with parents in planning and facilitating outdoor activities for the
children.
ind out more about the resources available in the community through organisations
F
and agencies such as National Parks Board (NParks), community clubs, local
residents’ communities, and Town Councils.
T
ap upon places and resources in the community (e.g. neighbourhood parks,
supermarkets, hawker centres to raise awareness of the learning potentials available
in these places).
The whole centre should come together to plan and implement outdoor learning. How
can you work together with your colleagues to exchange ideas? How can you get parents
on board to support outdoor learning?
Summary
When it comes to planning and implementing outdoor activities, it is important to keep in mind:
a) creating opportunities for purposeful play to promote children’s autonomy and choice, and
developing their conceptual knowledge and skills;
b) maximising the learning potential of outdoor spaces; and
c) taking safety precautions.
These considerations need to be taken into account as you fulfil your roles
as educators in planning, facilitating, observing, assessing, reflecting on,
collaborating on and communicating about children’s outdoor
learning experiences.
Getting Started on Outdoor Learning 33
4 Getting Started on
Outdoor Learning
Making use of outdoor spaces
There are a variety of spaces that you can make use of in your immediate environment to provide your
children with enriching and meaningful outdoor learning activities. Here are some that most typical
pre-school centres in Singapore would have access to:
s
Outdoor playground
Community spaces
n spaces
Neighbourhood gree
Parks and park connecto

rs
e e x t e rnal spa ces

Im m e d ia t
Possible outdoor learning experiences

There are many possibilities to how you can use your immediate outdoor spaces to provide
opportunities for children to play, explore and learn. Here are some activity ideas to get you started
in designing meaningful and enjoyable outdoor experiences for children to learn in, about, and
through the outdoors.
Exploration with natural materials

You may provide a variety of natural materials for children to explore. Through exploration,
children enhance their sensorial development, develop their sense of curiosity and
interest in nature, and learn more about the materials and their properties.
Children can explore a variety of natural materials such as mud and leaves in the outdoors.
Dramatic/imaginary play
There are boundless possibilities
in the outdoors that can engage
children in dramatic or imaginary
play. Children can make use of
playground structures, open-ended
materials, natural materials and
other outdoor stimuli to construct
scenes and negotiate story lines as
they play in the outdoors.
Children are using pool noodles as water hoses to “water” the
plants.
Active physical play

The outdoors provides ample space
for very young children to engage
freely in active physical play to develop
their fine and gross motor skills. For
older children, besides making use
of available open spaces for active Children can engage in active physical play using various
physical play, you can also add equipment which can be easily set up and kept away.
open-ended resources and flexible
structures which can be set up and
kept away easily. These activities
provide opportunities for children
to develop and practise locomotor
and non-locomotor skills, as well as
exercise risk assessment, all of which
contribute to building self-confidence
and a positive self-concept.
Children can set up their own obstacle using open-ended

materials. Babies can engage in active play in the outdoors.
Children can build their confidence through risky outdoor play.

Art activities
You can give children opportunities to explore using different art and natural materials
in the outdoors. The unique stimuli present in the outdoors, such as the sunlight,
shadows, and shades of colour in flora and fauna, or even the open space available,
will enhance children’s creative experiences.
Teachers can make use of pavements

Children can paint with natural C h i l d re n c a n ex p lo re p a i n t i n g and external walls for messy and large-
materials like sticks and leaves. with ice. scale art exploration.
Learning centre activities

Children may be brought outdoors for a variety of learning centre activities, that are
normally conducted indoors. For example, construction materials may be brought
outdoors to make use of the larger space to enhance children’s play and to promote
their creativity. You could also include natural resources available in the outdoors to
enhance children’s learning through outdoor play.
Children can engage in large-

scale construction activities in the
outdoors. Children can make use of natural materials for numeracy activities in the outdoors.
Gardening
All children can be given opportunities to participate in planting, harvesting, or
simply observing the plants they have grown, be it in a garden plot or in individual
pots. Gardening experiences allow children to better understand where their food
comes from, especially if they grow edible plants and herbs which they are familiar
with. Gardening also presents many opportunities for children to come into close
contact with small insects and birds. The overall multisensory experience gives
children meaningful opportunities to learn through doing and develops their sense
of responsibility and affinity for the world around them.
Children can develop a sense of responsibility and care for the The garden presents many opportunities for children to observe
environment as they take care of plants in the garden. plants and insects up close.
Investigative
activities
The outdoors is full of
stimuli for children to
observe, wonder, and
find out more about. You
can conduct activities
for children to find out
more and learn about the
natural environment, or
people and places in the
community.
Children can engage in outdoor investigations.

Outdoor storytelling
You can engage children in language
and literacy experiences by
conducting story-telling outdoors,
complete with props. Stories can
be intentionally selected to make
full use of the outdoor setting. For
example, think about how listening
to a story like “Walking through
the Jungle” in the outdoors can
enhance children’s experience as
they see birds flying in the sky,
hear the sound of rustling leaves
and chirping birds, and feel the
breeze blowing on their face. You
can also consider ‘messy’ activities
to complement what children read,
such as water play after reading the
book, “Mrs Wishy Washy”.
Storytelling experiences can be enriched by tapping the unique

characteristics of the outdoors.
Nature/neighbourhood walks
You can bring children on regular nature/neighbourhood walks. During these walks,
children get up close and personal with nature and become familiar with their
immediate surroundings. They have the opportunity to experience the natural elements
and discover the places and features in the outdoor environment. You can also find ways
to stimulate their sense of wonder and curiosity, as well as extend their engagement
during these walks. For example, you could design a scavenger hunt that encourages
the children to observe their surroundings carefully and record their findings to be
shared with the peers.
Children can use view finders to focus their Children can engage in
Children can experience natural elements like observations of the surroundings in the scavenger hunts in the
rain during a walk in the outdoors. neighbourhood. garden.
Case Studies
How do pre-school centres in Singapore carry out outdoor learning? Read on to find out more about
some centres’ experiences in using the outdoors to enhance children’s learning.
Case study 1: “Gloop” by EtonHouse Pre-school @ Mountbatten 223

EtonHouse Pre-school @ Mountbatten 223 has a daily schedule for all children to go outdoors. For
the toddler classes, teachers make use of their centre’s open space and available natural materials
to encourage children to use their senses to explore and to make sense of the world around them.
One particular activity saw the children engaged in sustained exploration of “gloop”, a mixture of
flour and water.
• How did the idea for the “gloop” activity come about?
The teacher observed the children playing with water, which was
their theme for exploration at that point in time. The children were
observing and learning about water through their five senses. The
teacher noticed that the children were adding found items such as
twigs and leaves into the water. Based on what she observed of the
children’s interests, the teacher provided flour in the next session.
The children decided to mix the flour and water together and were
actively mixing and squeezing the mixture, as they explored the
new texture.
Children created and explored “gloop”.
• How did the children’s play change over time?

The children were exploring “gloop” numerous times over the next
The intentional
couple of weeks. As the class had outdoor activities scheduled on programme
a daily basis, the children were provided with opportunities to play
with the “gloop” repeatedly. The ample opportunities provided The programme is
intentionally planned to
for children to engage in repeated play with the same materials
facilitate children’s play
enabled them to deepen their play. For example, when they initially and exploration.
played with it, the children were hesitant and apprehensive, given
the unfamiliar texture. Over the next few sessions, the children were
seen attempting to play with the “gloop” in new and innovative ways,
e.g. dropping it from a height, and adding other natural materials to
the mixture.
• How did the outdoors enhance the children’s experiences?

As most of these activities were carried out in the outdoors,
the teachers and children were free of the usual constraints
of an indoor environment. Children were more fully immersed
in the activity and the teacher did not have to worry about
them creating a mess. The outdoors also provided more
opportunities for extended play. For example, the children
would often look for natural materials available in the garden
to add to the “gloop”. They would then play with the new
mixture in different ways.
A little girl searching for natural materials

to add to the “gloop”.
• How was this experience further extended in the classroom?

As the children added natural materials to the “gloop” mixture, they started to get interested in
these materials. The children collected the materials that they wanted to study and brought them
back to the classroom to continue with their investigation.
The children investigated natural materials they picked from the outdoors back in the classroom.
The children’s interest in “gloop” also

grew over time and they wanted to
explore creating artwork with it. Hence,
the teacher continued to provide
a small portion of “gloop” for the
children to work with in the classroom.
U s i n g t h e “ g lo o p ” a n d n a t u ra l
materials, the children exercised their
imagination and created artwork using
unconventional materials.
Children extended their exploration by creating artwork with “gloop”.

Case study 2: “Kampung Cinta” by St. James’ Church Kindergarten

(Leedon)
In St. James’ Church Kindergarten (Leedon), the outdoor space is frequently used as an avenue
for children to exercise their autonomy and express their ideas. The Kindergarten 1 (K1) and
Kindergarten 2 (K2) children worked together to create “Kampung Cinta” in the outdoor space, and
the Nursery 1 (N1)teachers saw its potential for the N1 children, who were interested in learning
about household chores.
• How was “Kampung Cinta” created?

“Kampung Cinta” was created after the K1 children visited Kampung Lorong Buangkok and wanted
to share about the “kampung” with the K2 children. The teachers worked with the K2 children to
set up the “kampung” in their outdoor space. “Kampung Cinta” was the result of the children’s
own ideas, which the teachers incorporated as they worked with the children to set up different
structures in the space for all children to play in.
The engaged
community
“Kampung Cinta,” created

by a group of children,
became a feature to enrich
the experiences of all
children in the common
outdoor space.
“Kampung Cinta” had different elements such as the kampung house, washing area, water
well, and kitchen.
• Why did the teachers think of making use of “Kampung Cinta” to engage the N1 children in
learning about household chores?
Children are intrinsically motivated to mimic adults in activities such as doing household
chores. The “kampung” provided an authentic context for children to engage in activities like
cooking, washing and drying clothes, which are traditionally carried out in the outdoors. In an
outdoor setting, children could engage freely in soap and water play as they washed the clothes,
and subsequently, hung them out to dry in the sun. This also provided them with meaningful
opportunities to experience natural elements in the outdoors like wind and sun.
The children were engaged in washing and drying clothes outdoors.

• What were some challenges the teachers faced in facilitating play at “ Kampung Cinta ”?
The teachers constantly had to balance between managing practical concerns and maximising
the time available for children’s play. For example, while the children were engaged in
washing clothes, they would often get carried away and wet their socks and shoes. Teachers
had to consider the trade-offs between the time required for children to take off and put
on their shoes, and children’s engagement and enjoyment in these activities. As the centre
runs a 3-hour programme, time is limited. The teachers eventually decided to maximise the
time children could spend outdoors, as they saw first-hand how the children developed their
independence and engaged in social interactions, which convinced them that it was time
well-spent.
• W hat learning points did the teachers

glean in making use of “ Kampung Cinta ”?
As space in the kindergarten is limited, it is
very important to ensure open-endedness
and flexibility in the outdoor space, such that
it can cater to children of different ages and
support a wide range of activities. In the case
of “Kampung Cinta”, not only did the older
children exercise autonomy and choice as they
created it, they also engaged in dramatic play
and gardening activities within the space. The
N1 children made use of the space for hands-
on activities as they learnt about household
chores. The space was also enjoyed by the
children in other levels, and there were
numerous opportunities for mixed-age play. Children of different ages could play together in the same outdoor space.
Case study 3: “Cloud Stories” by MY World @ Tenteram Peak

In MY World @ Tenteram Peak, the children often go on nature walks near the centre. During these
nature walks, teachers encourage the children to look out for different natural phenomena. At one
of the nature walks, the Nursery 1 (N1) children’s attention was drawn to the clouds in the sky and
they were encouraged to lie down to observe the clouds.
• How did the idea for the activity come about?
The teacher wanted to read the book, “Little
Cloud” by Eric Carle to the children and
to bring them outdoors to observe first-
hand the clouds in the sky. She saw this as
an excellent opportunity for the children
to simply enjoy nature and take time to
observe the shapes of clouds and how
they change. Through this experience, the
teacher planned to help children develop
their observation skills, exercise tChildren
h e i r observed
shape. i m a gthe
i nclouds
a t i oand
n how
a nthey
d changed
t a l k in size
a b oand
ut
what they had observed.
Children listened to the story, “Little Cloud”.
• How were the children kept engaged during

The intentional programme
the activity?
The teacher was an active participant in the The children were engaged in the outdoor
activity. As she lay down next to the children, she learning experience as the teacher drew on
the unique characteristics of the outdoors to pique
pointed out the clouds she saw and talked about
children’s imagination and support their learning.
what she imagined them to be. This modelled
the process for the children and encouraged
them to do like-wise. After reading the book,
“Little Cloud”, the children were asked to
compare the clouds in the story with those they
saw in the sky. This sustained their engagement
and kept them focused on observing the clouds
and comparing them with those they saw in
the book.
Paint and cotton balls were also brought
out so that children could paint the clouds
they saw. This motivated them to talk about
what they saw and to describe what they
were painting.
As the children painted, they shared about what they painted.
They said things like, “I am painting a unicorn”, “I paint circles”.
• How was the space set up?

There was minimum set up required as all that was needed was an open space which allowed
the children to see the clouds clearly. However, to ensure the children were comfortable when
observing the clouds, a relatively shady spot had to be identified so that the sun would not
shine directly on the children. Several mats were also brought along so children could lie down
comfortably and take time to observe the cloud changes taking place.
For the painting activity, the children were asked to sit down on mats so that it would be easier
to clean up. Simple art materials such as blue and white paint, cotton balls and little pieces of
cardboard and paper for children to paint on were brought along and simply laid down on the
ground for the children to use.
• Were there plans to extend this activity? If so, how?
It was observed that many children were talking excitedly
about what they painted. Hence, the teacher put up their
work in the classroom so that they could revisit their
artwork and use them as a stimulus to talk about what
they observed or raise questions about clouds. If the
children continue to show interest, they could be guided
to engage in further investigative activities on clouds.
• If a similar activity was carried out again, what are some areas which could have been done differently?
The activity can be extended in different ways by using children’s artwork to motivate subsequent
learning. For example, the teacher can compile the children’s paintings to create a book about
clouds, which they can then use to revisit their experiences back in the classroom. Alternatively,
the children can take photographs of the clouds that they see outdoors, and use these photographs
to tell a story about clouds. These photographs can be compiled to create a storybook which can
be placed in the reading corner.
Case study 4: “Mixing

Colours” by Little Preschool
@ Whitesands
At Little Preschool @ Whitesands,
there is an outdoor “Mess and Make”
activity scheduled every Friday. At
the beginning of each week, teachers
and children come together to plan
what they would like to do during
the outdoor session. During one
of the “Mess and Make” days, the
Mother Tongue Language teacher
provided bottles of coloured paint,
plastic sheets and white paper
for the Nursery 2 (N2) children to
explore mixing colours freely with Children were given the space and time to explore mixing colours freely with
their hands and body in the outdoors.
their hands and body.
• Wouldn’t the mess from the activity be a problem?

In the outdoors, the children are free to create mess. The Engaging children in
centre believes that messy art provides the opportuntity learning through
purposeful play
for children to express themselves creatively and develop
gross motor skills as they mixed colours using large body Children were given the opportunity
movements. The hands-on activity encouraged children to use to explore the materials freely while
the teacher planned the activity
their imagination and be creative, and also triggered learning
with the learning objectives in mind
of new vocabulary when they created new colours! After the and provided the materials for
activity, that was also a natural context for the children to children’s exploration.
practise being responsible for their surroundings when they
helped to clean up the activity area.
• How was the space set up to support this activity?

As the centre is set in a void deck, it was important to ensure
that the common outdoor space was used respectfully, with
due consideration given to other users. Firstly, to ensure the
common space could be kept clean, protective sheets were
Teachers as facilitators
put up on the wall and laid down on the ground to cover the of learning
surface. Thereafter, careful consideration was given to the
placement of the plastic sheet for the children to paint on. The teacher provided opportunities
for children to learn through
Multiple plastic sheets were hung so that all children could be the outdoors by making use of
engaged simultaneously. The plastic sheets were also hung the sunlight available to enrich
at various heights. This created opportunities for children to children’s learning experiences in
move their bodies in different ways as they mixed the different mixing colours.
colours on the plastic sheets. The placement of the plastic
sheets, one against the white wall and the other against the
sunlight; was also intentional. In this way, the children could
observe the sunlight coming through the plastic sheets and
thus, explore colours in different perspectives.
• What were the follow-up activities after this

“Mess and Make” session?
As the children were excited with the colours
they had created, their work was put on display
in the classroom and they were invited to talk
about their experience mixing and playing with
the colours. The children were also introduced
to new vocabulary such as the names of the
colours that they created on the plastic sheets.
The children decided that they wanted to use
the colourful plastic sheet as a curtain in their
classroom and worked together to cut up the
plastic sheet into strips, which formed the
curtain that was hung up.
The curtain at the back of the classroom was created by the children during
the “Mess and Make” session in the outdoors.
• What could be done differently if a similar activity was to be carried out again?
In addition to the primary colours (i.e. red, blue, yellow), the teacher could provide white paint to
allow children to explore shades of colours. Through their exploration, the children might realise
that colours would get lighter as white is added. This might generate more curiosity among the
children, leading to more questions and investigation for richer and deeper learning.
For children who do not like to get dirty, the teacher could invite them to try mixing colours with
their fingers first to ease them into the activity. As children have different readiness when it
comes to the outdoors and getting messy and dirty, it is also important to make adjustments to
the activity so as to ensure that all children get to participate and engage in learning.
Case study 5: “Our Obstacle Course” by MOE Kindergarten @ Punggol Green

At MOE Kindergarten @ Punggol Green, the Kindergarten 1 (K1) children designed and created their
own obstacle course in the outdoor space at their centre. Through this outdoor activity, not only were
they able to exercise autonomy and choice in creating their own play area, the K1 children were also
given opportunities to work collaboratively with their friends and develop the learning dispositions of
perseverance and inventiveness.
• How did the idea for the activity come about?
As part of a learning activity on the importance of regular exercise, the children participated in active
play and games such as “Animal Fitness Stations” and “Dog and Bone”. Stemming from these activities,
the children wanted an exercise space where they could run, jump, hop and crawl to keep fit and
healthy. Hence, the children were invited to plan and design their own obstacle course as part of
their play and exercise area.
• How did the teacher make use of the outdoors in supporting the children’s autonomy and choice?
The outdoors is a natural setting for active play and fitness activities. As the children already had many
prior experiences of engaging in active physical play in the outdoors, creating an outdoor obstacle
course was a natural extension of what the children were familiar with in terms of the various locomotor
and non-locomotor skills they were able to do.
The open outdoor space allowed the children to freely explore how the available equipment can
be used and set up. The children were jumping, balancing, jumping, hopping and crawling as they
explored the use of the equipment in setting up different physical tasks for the obstacle course. This
freedom for children to move around in the outdoors helped to promote and support their need for
adventure, experimentation and risk-taking.
Children experimented with different equipment to set up their obstacle course.

• How did the teacher facilitate the activity?

Not all children were familiar with the concept of obstacle courses.
Hence, the teacher held discussions with the children to find out
their prior knowledge. The teacher also asked questions along the
way as children explored different ways of creating their obstacle
course. Through her observation of the children’s experimentation,
she prompted with questions like, “Why was it difficult to jump over this?”
and “Is there enough space in between the hula hoops?” to guide
the children in refining their obstacle course. After the obstacle
course was completed, the teacher also guided the children in the
process of reflection to help them consolidate their learning through the use of photographs and
questions, such as “The play plan showed that we were supposed to crawl through the tunnel but
we ended up crawling on top of it. Why?”
• Why did this activity take place over a few weeks?
This activity had the potential to develop in children other knowledge and skills besides simply
putting together an obstacle course over a single session. To maximise the learning potential of
the outdoor activity, it was necessary for the children to think of and discuss their ideas with
their peers in the classroom before trying them out in the outdoors. For example, as the children
played with the equipment, they began to develop an idea of what worked, and what did not. They
also wanted to ensure that the obstacle course covered a wide range of gross motor skills. Over
many cycles of experimentation and subsequent refinement, the children discussed, negotiated,
and finally decided on a final plan for the obstacle course that worked well. The process was not
straightforward, and the children met with various degrees of challenges and setbacks. This was
when they needed to exercise their perseverance in order to continue with the project.
Children discussed the

design of their obstacle The final play plan for the obstacle course was created by the children after many rounds of
course in the classroom. discussion and trying out the equipment.
After the children worked together to successfully set up the obstacle course, they played it
numerous times. Their play experiences also led them to modify the obstacle course to further
challenge themselves. For example, instead of crawling through the tunnel, the children wanted
to try new ways of using the tunnel, such as climbing on, balancing on, and jumping off the tunnel.
They also took pride when they saw children from other classes enjoying the obstacle course.
The children tried out new ways of using the tunnel. The children enjoyed the obstacle course which they set up.
This project helped to nurture the learning dispositions of perseverance and inventiveness.
How might the outdoors support the nurturing of other learning dispositions?
Case study 6: “Story Walk” by PCF Sparkletots Preschool @ Pioneer Blk 661B
In PCF Sparkletots Preschool @ Pioneer Blk 661B, outdoor learning is a regular feature of the
children’s learning experiences at the centre. In this example, the K2 children went on a “story walk”,
inspired by one of their favourite books, “The Very Hungry Caterpillar” by Eric Carle.
• How did the idea for this activity come about?

The outdoors has the potential to stimulate
children’s imagination and help to make the story
come alive. “Story walks” are part of children’s
Speech and Drama experience at the centre,
where they role-play as the main characters in the
story as they take a walk in the neighbourhood.
• What did the children do in the “story walk”?
What was the teacher’s role?
After reading the book, “The Very Hungry
Caterpillar”, the teacher invited the children to
suggest things that they could do in the outdoors
while role-playing as the caterpillar, such as
looking for food and changing into a butterfly.
They then got into the character and experienced
the story as they immersed themselves in the
outdoors, which provided an authentic context
The children were engaged in a “story walk” led by the teacher.
for children’s imaginary play.
They also found out more about the outdoor environment through
exploring the natural materials such as leaves, twigs, rocks and flowers. Children as
For example, the children decided to gather leaves and twigs and used co-constructors
them to create objects related to the story, such as the caterpillar’s of knowledge
home. Learning becomes enjoyable as the children explore the natural Building on their prior
materials, which also helps in strengthening their sense of wonder and knowledge from the
stories, the children
curiosity, as well as their connection with nature.
adapted their role-
To enable children to express their ideas through role-play, the teachers’ play in response to
the new materials and
role is firstly, to select a story which allows children to dramatise based stimulus present in
on their imagination in the outdoors, and secondly, ensure a conducive the outdoors.
outdoor environment for the children’s “story walk”. Besides conducting
a recce of the outdoor space prior to bringing the children out, the teacher
also observes the children and encourages them to generate new ideas
along the way, to provide opportunities for the children to exercise their
autonomy and choice.
The children came up with the idea of creating objects from the story using the natural materials they found along the way.
• We understand that the children go outdoors often in your centre. How did you gain parents’ buy-in
to the frequent outdoor activities?
Communication with the parents is important. We inform parents who are interested in enrolling their
children at our centre about the importance of outdoor learning and how it is a core feature of our
curriculum. As a result, a vast majority of our parents share the same belief towards outdoor learning
and are largely supportive of our efforts in promoting outdoor learning for the children.
We also let the parents know when outdoor learning activities are going to take place, so that they
can send the children to school with the necessary items such as mosquito repellent patches and
hats. This helps to prepare the children for the outdoor experience and creates positive associations
with outdoor learning. We also conduct a benefit-risk assessment for the different spaces used in
outdoor learning, to ensure that potential risks have been accounted for.
It is also important to provide timely updates on the children’s experiences in the outdoors to the
parents, so that they can regularly see for themselves the benefits of outdoor learning for the children.
In our centre, we provide weekly updates through the mobile application which all parents have access
to, featuring photographs and brief descriptions of the children’s outdoor experiences. The parents are
also issued with termly newsletters which provide detailed descriptions of children’s outdoor learning
activities. With that, the parents are reassured that the children are engaging in meaningful outdoor
learning activities and that helps to reinforce their support for outdoor learning in the centre.
51
Frequently Asked
Questions
Programme
1. S
ingapore’s weather can be either too hot or rainy.
How can we conduct outdoor activities in such a climate?
•
When in the outdoors, take sun protection measures such as wearing a broad-
brimmed hat, using sunscreen and wearing sunglasses.
•
Look out for shady places nearby to retreat to if necessary, and remind the children
to drink water regularly to prevent dehydration.
•
Conduct outdoor activities when the ultraviolet (UV) index is likely to be lower.
You can check the hourly UV index on the National Environment Agency website
(www.nea.gov.sg/weather/ultraviolet-index).
•
In the rainy season, check for lightning
information on the Meteorological
Services website (www.weather.gov.sg/
lightning) or the Weather@SG mobile
a p p l i c a t i o n b e f o re b r i n g i n g t h e
children out.
• In case of rain when children are outdoors, ensure that they put on their raincoats
or use an umbrella. This will allow them to enjoy the outdoors while staying dry.
2. M
y centre has a curriculum and the programme is packed with
planned activities. How can I possibly squeeze in more time for
outdoor learning?
•
T here are always opportunities to integrate outdoor learning into existing
curriculum plans and activities. For a start, go through your planned activities
and identify those that can be conducted outdoors instead of indoors. Talk to your
colleagues and share ideas on how these activities can be brought outdoors.
•
Think about how the unique characteristics of the outdoors can be tapped to
enhance children’s learning experiences. For example, if it is an art activity,
could children draw inspiration for their artwork from the shapes and colours of
the flora and fauna around them, or from the lines and patterns present in the
buildings and structures in the neighbourhood?
•
Alternatively, for a project- or theme-based curriculum, consider introducing
more outdoor-based projects or themes. That would be a natural way to introduce
more outdoor activities for the children as they carry out the project or engage
in theme-based activities.
Children “The more risks you allow children

to take, the better they learn to
take care of themselves.”
3. A
dults are often concerned about — Roald Dahl
safety in the outdoors, especially for

children. How can we keep children safe in the outdoors?
•
There is a need to understand the difference between perceived risks and actual
risks in the outdoors. Look at your outdoor environment and the activities you
intend to carry out and consider the benefits of the learning experiences for the
children, how much of the risk is real, and how much is actually just perceived
risk. While we should manage real risks, we should also be mindful of over-
protecting children just to avoid perceived risks.
• A
ll children need and want to take risks so that they can explore limits, create
new experiences, develop their capabilities and extend their knowledge, skills and
dispositions. Nevertheless, centres must still exercise due diligence in ensuring
that all safety precautions are taken when bringing children outdoors. Refer to
pages 25-28 for more information on the safety precautions.
•
Besides supervising children’s activities and ensuring their safety, it is also
important for teachers to empower the children to make their own decisions when
it comes to risk assessment. For example, as they are climbing on structures,
we can ask them, “Do you feel stable?”. This question not only reminds children
to check in on their own readiness, but also builds their confidence when they
successfully complete a challenging task and helps them gain experience in
behaving and responding appropriately to the outdoor environment.
4. T
here are children with additional needs in my class. How can I
go about planning outdoor learning experiences for them?
•
For a start, you need to be familiar with the needs of the individual child, and
the concerns of the parents before coming up with a plan for outdoor learning
for the child. There is no one-size-fits-all approach, as every child is unique
and different.
• I f the child has physical challenges, consider making the space accessible for the
child, and putting in mobility aids enroute to, and within the outdoor spaces so
that the child can move about independently. You could also work with the parents
to make slight adjustments to the child’s routines to facilitate outdoor learning,
e.g. encouraging the parents to dress the child in long pants to avoid scratches
if the child is prone to falls.
Educator
5. A
s an educator, I find bringing children outdoors daunting.
How should I get started?
•
Start small! You could bring the children out to an area familiar to you for a
shorter duration with simple activities to gain confidence, before planning and
conducting more extended periods of exploration outdoors, or more elaborate
outdoor learning activities.
•
Books and the Internet are also wonderful resources for educators. Look for ideas
online and in books, then tailor them for your children, considering the guiding
principles for outdoor learning, your centre’s approach to outdoor learning in the
curriculum, and your children’s interests and needs.
•
You could seek advice and learn from fellow educators who are more experienced
in planning outdoor activities through formal networking channels or informally
through your own contacts. Do not be afraid to ask more senior educators, or
even your centre leaders for advice. They want to help you succeed in creating
meaningful outdoor learning experiences for your children too.
6. I am a centre leader, and I agree that outdoor learning is very

important for children. How can I motivate my teachers to get started?
•
It can be difficult to convince teachers who are reluctant to go outdoors. You have
to give them time to get used to the idea of going outdoors regularly. As a start,
build in time within the centre’s curriculum and programme for teachers to bring
children outdoors. Scheduling time for outdoor activities in the timetable signals the
importance of outdoor experiences in the centre’s curriculum and programme.
• C
ommunicate the baseline expectations and let teachers start at a level that they are
comfortable with. Promoting outdoor learning is for the long-term and it is crucial
that efforts put in must be sustainable.
• O
nce the teachers are more comfortable with the outdoors, you can encourage them
to try out more activities in the outdoors. When teachers see how the children are
benefitting from outdoor experiences, they will also naturally want to carry out more
outdoor activities.
• It
is also a good idea to create opportunities and put in place structures for teachers
to brainstorm ideas, collaborate on projects, and learn good practices from one
another for outdoor learning. Consider appointing “Outdoor Advocates” or form small
workgroups to promote professional learning and sharing about outdoor learning
within your centre. This helps to inspire, lead and guide teachers in planning and
conducting outdoor activities .
7. I am clueless about the plants, insects and animals found in the

outdoor environment. How can I facilitate children’s learning in
this area when I don’t even know the basic information?
• T
here are plenty of resources in the library, relevant mobile applications or the
Internet, which specialise in helping you identify local flora and fauna. For example,
you can look into various publications or mobile applications on local flora and
fauna by the National Parks Board (NParks) (See www.nparks.gov.sg/about-us/
publications and www.nparks.gov.sg/mobile-applications for more information).
The Flora & Fauna Web (www.nparks.gov.sg/florafaunaweb) also provides valuable
information on plants and animals in Singapore. The website, “Trees.sg” is also a
useful resource which identifies trees by their physical location in Singapore. You
can simply enter your location and it will tell you the name, age, physical features
and origin of individual trees in the area.
• I t is important for you to role model a sense of wonder and curiosity for the children.
Together with the children, you could engage in the process of investigation to find
out more about the flora and fauna seen outdoors. Do not worry that you do not have
all the answers and knowledge about local flora and fauna as it is more important to
develop children’s ability to tap different sources of information to find out answers
to their own questions.
Family
8. The parents at my centre have so many concerns about children
going outdoors, such as mosquito bites, sunburn, germs and
risk of falling. What can we do to convince them and address
their concerns?
• S
hare information on the benefits and importance of outdoor play to convince
parents (refer to pages 6-8). You can do this through numerous channels such as
centre-based workshops, newsletters and emails with articles on the benefits of
outdoor learning.
•
Explain to parents the rationale behind your centre’s approach and practices for
outdoor learning. The best time to do this might be before they enrol their children
at your centre. That way, expectations with regard to outdoor learning are laid out
right from the start and you are less likely to face resistance thereafter.
• O
n a regular basis, you should also let parents know of their children’s experiences in
the outdoors, e.g. through photographs in the newsletter or displays at the parents’
corner in the centre. When parents see the children enjoying and benefitting from
the outdoors, they are more likely to support your efforts in outdoor learning.
• F
or parents with valid concerns, e.g. safety of children with additional needs, work
with them individually to come up with a customised approach towards outdoor
activities for their children, so that their children may continue to enjoy the benefits
of outdoor learning.
9. I t is important to involve the family so that children have outdoor

experiences outside of school as well. What are some resources I
can share with the parents so that they can also engage children
in outdoor learning?
• P
arents can start with something as simple as bringing children regularly out to
the neighbourhood playground and park for free play and exploration. You can also
share with parents some simple activities that they can engage children in, such
as bubble play, ball games, and neighbourhood walks.
•
For parents who are more motivated, there are many activity and resource kits
meant to encourage parents to bring children outdoors. For example, the Early
Childhood Development Agency (ECDA), in partnership with the National Library
Board, National Museum of Singapore and NParks, has developed a resource kit
targeted at parents to encourage their pre-schoolers to pick up new skills while
exploring the outdoors. The kit, “Creative Conversations: The Scent of Spices
(Parents’ Edition)”, is available on www.go.gov.sg/thescentofspices.
Spaces and Resources

10. I am located in a commercial building and do not have adequate
outdoor spaces of my own to make use of. What can I do to
promote outdoor experiences for my children?
• Establish a good relationship with the management office overseeing the building
and approach the management staff with ideas and proposals on the use of available
common outdoor spaces to support children’s learning and development.
• Show the stakeholders how the outdoor space has been made use of and maintained,
and the benefits of outdoor learning for the children before approaching them with
your proposals for additional spaces, if needed.
• Look out for and make use of potential outdoor spaces in the immediate environment
near your centre such as parks and gardens.
11. O
ne of the outdoor spaces I frequently use is the playground in
my centre. This is a shared space which is also used by other
children in the premises during the weekends. Sometimes,
the structures children have created in the playground get
destroyed and they are very affected by it. What can I do to
manage this?
• This is an excellent learning opportunity for the children to learn about collaborating
with others to create common spaces that all can enjoy.
• You can also explore having the children put up hand-written signs to help others
understand that they should respect and not destroy the children’s creations.
12. O
pen-ended and found materials sound great! Where can
I get hold of materials like old tyres, wooden planks and
recycled items?
• This is where you need to be resourceful! There are many places where you can
obtain open-ended materials for children’s outdoor play. Try approaching:
- NParks for logs, branches and trimmings;
- N eighbourhood shops for items like large cardboard boxes, tyres,
and wooden pallets;
- Contractors for pipes, wood trimmings, and tiles;
- Nurseries for gardening materials; and
- Online communities and social enterprises to crowdsource recycled materials,
unused items, and other objects.
• Do not forget to tap parents as resource people! Some of them may work in, or have
connections to places which can supply cheaply (or for free) items for children’s play.
For example, one centre received leftover concrete slabs for their garden from one
of the parents’ renovation projects. Let the parents know what resources you are
looking out for and you may be surprised with what they can help you with!
13. I agree that it is important for children’s voices to be considered

in the design of outdoor spaces in my centre. How can I get
started on this?
• You can start by bringing the children out to look at the various outdoor spaces
available in your centre. Elicit their views on what they would like to keep, remove
or add. Finally, involve them in the planning of the change process and in the setting
up of the new outdoor space. This does not have to involve large-scale changes.
For example, it could be as simple as children bringing different found/reusable
materials from home to add new elements of play in their outdoor space.
14. S
ince the outdoors is full of surprising and unexpected stimuli,
how can I make sure that my class is equipped to make full use
of these stimuli at all times?
• Children must be equipped with the dispositions to observe and ask questions
about their observations from the outdoors. To develop these dispositions in
children, you should firstly, carefully select the activity and outdoor space to
elicit such observations and questions. You could also role model a sense of
wonder and curiosity in the outdoors, and facilitate children’s process of finding
out answers to their questions. Over time, children will demonstrate these
dispositions naturally and this will lead them to notice and explore the stimuli
around them in the outdoors.
• There are also resources which support observations and investigations in the
outdoors. Consider putting together an “Explorer’s Bag” with items such as a
magnifying glass, binoculars, a plain sheet of white cloth to set items on for closer
observation, a camera, a container, some pencils and paper for quick recording or
sketches. These items will help your children to carry out closer investigation and
exploration of what catches their attention in the outdoors.
15. E
ngaging in water play may result in wastage of water and
this is not environmentally friendly. How can we manage
water wastage, so that children can still enjoy the benefits of
water play?
• Water play is also an opportunity for children to learn about water conservation.
Consider placing large containers to collect the water as they play with them.
Children can then reuse the water in these containers for continued water play.
At the end of the water play session, the water can be used to water plants in
the garden.
• We can also make use of rainwater for water play. If space at the centre permits,
set out large containers to collect rainwater for the children’s play. However, do
note that the water should be used soon so that it does not become a mosquito
breeding ground! After the water play session, we can similarly collect them to
water the plants at the garden.
16. I t looks like we need a lot of materials for outdoor activities,

but there is limited storage space in my centre. How can I keep
resources meant for outdoor play?
• For ease of retrieval and management, it is best if you can store the materials
outdoors. Use weather-resistant sheds or boxes to store the materials in your
outdoor spaces. For centres without outdoor spaces within the centre premises,
you can work with the Town Council, or your building management office to identify
and rent a space for storage of outdoor materials.
• Be creative in identifying outdoor storage space. Make use of vertical spaces, e.g.
hanging baskets on the walls, and mobile storage solutions, e.g. trolleys and boxes
with wheels to maximise the space available for storage in the outdoors.
References 59
References
1. G insburg, K.R. (2007). The importance of 10. Weinstein, N., Przybylski, A. K., & Ryan, R.
play in promoting healthy child development M. (2009). Can nature make us more caring?
and maintaining strong parent-child bonds. Effects of immersion in nature on intrinsic
American Academy of Pediatrics, 119(1), 182- aspirations and generosity. Personality and
191. doi: 10.1542/peds.2006-2697 Social Psychology Bulletin , 35(10), 1315-
1329. doi:10.1177/0146167209341649
2. Fiennes, C., Oliver, E., Dickson, K., Escobar,
D., Romans, A., & Oliver, S. (2015). The 11. N g, S. C., & Bull, R. (2018). Facilitating
existing evidence base about the effectiveness social emotional learning in kindergarten
of outdoor learning. Available at www. classrooms: Situational factors and teachers’
blagravetrust.org/outdoor-learning-study/. strategies. International Journal of Early
Accessed 21 August 2019. Childhood, 50(3), 335-352. doi: https://doi.
org/10.1007/s13158-018-0225-9
3. R ivkin, M. S. (2000). Outdoor experiences
for young children. ERIC Digest ED448013 , 12. Corso, R. M. (2007). Practices for enhancing
Charleston, WV: ERIC Clearinghouse on Rural children’s social-emotional development
Education and Small Schools. Available at and preventing challenging behaviour. Gifted
https://files.eric.ed.gov/fulltext/ED448013. Child Today, 30(3), 51-56.
pdf. Accessed 15 Feb 2019.
13. Li, J., Hestenes, L. L., & Wang, Y. C. (2014).
4. Wells, N. (2000). At home with nature: Effects Links between preschool children’s social
of “greenness” on children’s cognitive skills and observed pretend play in outdoor
functioning. Environment and Behavior, childcare environments. Early Childhood
32(6),775-795. Education Journal, 44(1), 61-68.
5. C anning, N. (2010). The influence of the 14. O uvry, M. (2003). Exercising muscles and
outdoor environment: Den making in three minds: Outdoor play and the early years
different contexts. European Early Childhood curriculum. London: National Children’s
Education Research Journal, 18(4), 555-566. Bureau.
6. Y ildirim, G., & Akamca, G. O. (2017). The 15. Fjortoft, I., & Sageie, J. (2000). The natural
effect of outdoor learning activities on the environment as a playground for children:
development of preschool children. South Landscape description and analysis of a
African Journal of Education, 31(2), 1-10. natural landscape. Landscape and Urban
Planning, 48, 83-97.
7. Greenman, J. (1993). It ain’t easy being green.
Child Care Information Exchange, 91, 336-37. 16. Tideman, J. W. L., Polling, J. R., Hofman, A.,
Jaddoe, V. W. V., Mackenbach, J. P., & Klaver,
8.
M aynard T., Waters J., & Clement J. C. C. W. (2018). Environmental factors explain
(2013). Child-initated learning, the outdoor socioeconomic prevalence differences in
environment and the ‘underachieving’ child. myopia in 6-year-old children. British Journal
Early Years, 33(3), 212- 225. doi:10.1080/095 of Ophthalmology, 102, 243-247.
75146.2013.771152
17. O ’Malley, G., & Thivel D. (2014). Physical
9. Waite, S. (2011). Teaching and learning outside activity and play in children who are obese.
the classroom: Personal values, alternative European Childhood Obesity Group. Available
pedagogies and standards, Education 3-13, at https://ebook.ecog-obesity.eu/chapter-
39(1). 65-82. doi:10.1080/03004270903206141 energy-expenditure-physical-activity-play-
children-obese. Accessed 15 Feb 2019.
References 60
18. Rose, K. A., Morgan, I. G., Smith, W., Burlutsky, 26. Rivkin, M. S., & Schein, D. (2014). The great
G., Mitchell, P., & Saw, S. M. (2008). Myopia, outdoors: Advocating for natural spaces for
lifestyle and schooling in students of Chinese young children. Washington, D.C.: National
ethnicity in Singapore and Sydney. Archives Association for the Education of Young
of Ophthalmology 126(4), 527-530. Children.
19. Thompson, C.W., Aspinall, P., & Montarzino, 27. Bruce, T. (2015). Early Childhood Education
A. (2008). The childhood factor: Adult visits to (5th Ed). London: Saffron House.
green places and the significance of childhood
experience. Environment and Behavior, 40(1), 28. Ashiabi, G. S. (2007). Play in the preschool
111-143. doi:10.1177/0013916507300119 classroom: Its socioemotional significance
and the teacher’s role in play. Early Childhood
20. World Health Organisation (2019). Guidelines Education Journal, 35, 199-207. doi:10.1007/
on physical activity, sedentary behaviour and s10643-007-0165-8
sleep for children under 5 years of age. World
Health Organisation. Available at www.apps. 29. Berk, L. E., & Meyers, A. B. (2013). The role
who.int/iris/handle/10665/311664. Accessed of make-believe play in the development of
22 August 2019. executive function: Status of research and
future directions. American Journal of Play,
21. World Health Organisation (2011). Global 6, 98-110.
recommendations on physical activity for
health. World Health Organisation. Available 30. Tsao, Y. L. (2008). Using guided play to
a t w w w. w h o . i n t / d i e t p h y s i ca l a c t i v i t y / enhance children’s conversation, creativity
publications/recommendations5_17years/ and competence in literacy. Education,
en/. Accessed 22 August 2019. 128(3), 515-520.
22. Hinkley, T., Brown, H., Carson, V., & Teychenne, 31. Casey, T. (2007). Environments for outdoor
M. (2018). Cross sectional associations of play: A practical guide to making space for
screen time and outdoor play with social children. London: Paul Chapman Publishing.
skills in preschool children. PLoS ONE, 13(4), 32. Finch, K. (2016). The risks and benefits of
1-15. doi:10.1371/journal.pone.0193700. nature play. In Sobel, D. (Ed), Nature pre-
23. Richardson, E. A., Pearce, J., Shortt, N. K., schools and forest kindergartens (pp. 137-
& Mitchell, R. (2017). The role of public and 158). Minnesota: Redleaf.
private natural space in children’s social, 33. C urtis, R. (2005). The backpacker’s field
emotional and behavioural development in manual. New York, USA: Three Rivers Press.
Scotland: A longitudinal study. Environmental
Research, 158, 729-736.
24. Kuo, F. E., & Taylor, A. F. (2004). A potential
natural treatment for attention-deficit/
hyperactivity disorder: Evidence from a
national study. American Journal of Public
Health, 94(9), 1580-1586.
25. Sobel, D. (1997). Sense of place education for
the elementary years. Roger Tory Peterson
Institute of Natural History, Special Report,
32-39.

ECDA Outdoor Learning Guide Book

Uploaded by

Copyright:

Available Formats

ECDA Outdoor Learning Guide Book

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ECDA Outdoor Learning Guide Book

Uploaded by

Copyright:

Available Formats

What is the purpose of the guide?

What is the purpose of the guide?

What principles should guide outdoor learning?

What principles should guide outdoor learning?

OUTDOOR

The Outdoor Learning Committee would like Republic Polytechnic

1 Purpose of Outdoor Learning 05 - 09

2 Guiding Principles for Outdoor Learning 10 - 13

3 Practical Considerations for Outdoor Learning 14 - 32

4 Getting Started on Outdoor Learning 33 - 51

Frequently Asked Questions 51

The guide aims to:

A motivate and inspire you to take

B encourage you to use the outdoor

C provide suggestions on the

Look out for these icons within the guide!

The Outdoors - Our Classroom, Our Playground

The benefits of outdoor learning

Holistic development and learning

Did you know?

The outdoors offers opportunities for social interactions.

Health and well-being

Environmental awareness and rootedness in the community

Did you know?

Children develop environmental

• S trengthen children’s connection and

Learning through the outdoors

2 Guiding Principles for

Pillars and Guiding Principles

Considering what is readily Planning and

Applying the guiding principles from the Early Years

The Developing Child

The Intentional Programme

Applying the iTeach principles from the Nurturing Early

I ntegrated approach to learning

T eachers as facilitators of learning

E ngaging children in learning through purposeful play

A uthentic learning through quality interactions

Children can explore numerous new objects, man-made and natural

C hildren as constructors of knowledge

In the outdoors, children experience a wide range of phenomena

H olistic development of children

Creating opportunities for purposeful play in the outdoors

Figure 2 Continuum of purposeful play

Promoting children’s autonomy and choice

The outdoors can meet children’s needs for freedom, adventure,

Children can freely and actively explore the nearby

What does it look like?

Stage of planning/ Possible guiding questions to promote

Developing children’s conceptual knowledge and skills

What does it look like?

Stage of planning/ Possible guiding questions to develop

Consider children’s developmental milestones

Large spaces support activities like riding tricycles.

Maximising the learning potential of outdoor spaces

Large blocks in open spaces enable children to create bigger

Teachers can use flexible and open-ended equipment in

Walls can be enhanced to provide spaces for children’s creative expression.

Children can decorate different parts of the garden (e.g. by

Teachers can set up resources for children’s easy access and

• S trengthen children’s connection and

What do I • Find out how comfortable the children are in going

• Conduct a recce of the outdoor space with other adults

• Scan the environment before using it.

• Bring along a first-aid kit and other essentials (e.g. a

Is a benefit-risk • Go through the procedure of evaluating the benefits and

• B rief children about the location and nature of the

• How did the children’s play change over time?

• How did the outdoors enhance the children’s experiences?

• How was this experience further extended in the classroom?

• How was “Kampung Cinta” created?

• W hat learning points did the teachers

• How were the children kept engaged during

• How was the space set up?

• Wouldn’t the mess from the activity be a problem?

• How was the space set up to support this activity?

• What were the follow-up activities after this

• How did the teacher facilitate the activity?

• How did the idea for this activity come about?

6. I am a centre leader, and I agree that outdoor learning is very

7. I am clueless about the plants, insects and animals found in the

9. I t is important to involve the family so that children have outdoor

13. I agree that it is important for children’s voices to be considered