It investigating the property of objects and how

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It was found that in the paper on
‘An Investigation of the Status of Outdoor Play’ by Rhonda Clements that
children who engage in outdoor play/learning activities learn many of the
skills required for everyday adult life such as: ‘social competence, problem solving, creative
thinking, and safety skills’ (Miller, 1989; Rivkin,
1995, 2000; Moore & Wong, 1997). Whilst children are outdoors children grow
academically and emotionally by developing an appreciation for the environment,
participating in imaginative play, developing initiative and acquiring an
understanding of basic academic concepts such as investigating the property of
objects and how to use simple tools to accomplish a task (Kosanke & Warner,
1990; Guddemi & Eriksen, 1992; Singer & Singer, 2000). Engaging in
outdoor learning allows children the opportunity to explore and investigate
their community; enjoy sensory experiences with dirt, water, sand, and mud;
find or create their own places for play; collect objects and develop hobbies;
and increase their liking for physical activity. Research shows that children
aged three to twelve experience their greatest physical growth, as demonstrated
by the child’s urge to run, climb, and jump in outdoor spaces (Noland et al,
1990; Kalish, 1995; Cooper et al, 1999; Janz et al, 2000).


There are five different types of
educational emphasis related to outdoor education that have been identified: the experience, the outdoor context, pedagogy, an integrating idea, and learning. Each of these aspects all make important and
distinctive contributions to the full holistic learning experience for young
children. Outdoor learning contributes to children
gaining: knowledge & skill acquisition, environmental & geographical
literacy, decision making& problem solving, critical skills and thinking
and affective knowledge. It also
showed that there was improved physical fitness, motor skills, coordination and
an enhanced sensory experience. (Every
Experience Matters)


Teachers and other practitioners make reference to
Gardner’s (1993) ‘multiple intelligences in particular kinesthetic and
naturalistic intelligences’ to understand why they feel the outdoor environment
is beneficial for children and learners who experience difficultly in the
mainstream classroom. There is also a report by UNESCO (Delors, 1996) which is
on children’s lifelong learning. This study outlines four pillars of learning:
‘learning to know, learning to do, learning to live together, and learning to
be.’ This study helps to show how there is a more ‘holistic approach to
learning'(Waite & Davis, 2005). 

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