ABSTRACT
Although not solely the domain of physical development, this chapter has a focus on the importance of the outdoor environment in planning an appropriate curriculum for the Foundation Stage. Examples of the ways in which settings are addressing this recommendation are included from nursery, reception and preschool settings. In my experience, it is an aspect of early years practice which has improved considerably in the past few years. Partly as a result of the expectations of the inspection system for schools, which requires inspectors to judge the impact of the outdoor environment on children's learning. Schools with weaknesses in this aspect of the Foundation Stage curriculum are very likely to have making improvements as a key area for development in their post~Ofsted action plan. Another factor is the dissemination via LEAs and universities of the practices of other countries. There will be few early years practitioners who have not heard of The Reggio Emilia Approach (Edwards, Gandini and Forman 1998) . The physical development area of learning has also 50 stepping~stones, w hich is significantly more than some other areas of learning.
