ABSTRACT
This chapter is an attempt to support Early Years educators to appreciate how the outdoor learning environment enhances and extends children's development and learning and to define the areas of provision. It supports Early Years educators to observe and plan for the outdoor learning environment and to provide practical solutions to the organisation of the outdoors. The chapter supports Early Years educators to be inspired and motivated to ensure the outdoor environment is embedded in the Early Years curriculum. Having different types of spaces enhances children's emotional development: having a place to hide, to be quiet and sometimes alone, is equally as important as sharing the joy of the outdoors with others. Children's outdoor play and learning has the potential to support complex narrations within social dramatic play. Having the space and freedom to practice running, jumping, climbing, balancing, lifting, carrying, transporting, pushing, pulling and swinging ensures children's healthy physical, mental and intellectual development.
