ABSTRACT
It has always amazed me how differently children behave outside the classroom. Whatever the purpose of going outdoors the children and I always seemed to return in higher spirits. Science investigations, arts activities, sports and data-gathering tasks all became much more relevant the moment we left the sterile world of the classroom. But each of these tasks is usually part of a practitioner-initiated activity. How much more relevant and exciting could the learning be for our children if we allowed them to take some of the decisions about spaces to be explored and activities to be undertaken?
