ABSTRACT
This stage of the process focuses on finding ways to develop the use of outdoors as a stimulating learning environment that is fully integrated with the use of indoors. Across the UK, curriculum guidance includes examples of experiences that very young children should have, both indoors and outdoors, and a wealth of ideas for taking learning outdoors.All seven areas of learning can be effectively promoted, and the outdoors is a perfect place for nurturing the characteristics of effective learning. Information about children’s current play and learning, gathered through surveys and discussions, provides a good starting point for identifying gaps in the existing outdoor curriculum. These gaps may relate to one aspect of children’s development, for example sound-making opportunities, or to a whole area of learning (see Case study 3.1).
