Deep Roots: Outdoor and Nature-Based Learning Research

Children are born ready to learn, and their learning opportunities are affected by the quality of their experiences and environments (National Association for the Education of Young Children [NAEYC], 2022). ​Research demonstrates that exposure and access to natural environments help children develop physically, socially, emotionally, and cognitively (Chawal, 2015; Craig et al., 2024; Kiviranta et al., 2024).

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Benefits of Learning Rooted in Nature:

• Outdoor and nature-based learning fosters opportunities for children to gain confidence, resiliency, problem-solving skills, a sense of community and belonging, and access to experiences that engage their minds, bodies, and spirits (Fox et al., 2020).
• Children discover a deeper understanding of how the world and relationships work, and what it means to be part of the world.
• Children learn to respect themselves and all living and non-living beings, and recognize the importance of their connection.
• Awareness of nature's power and how change affects the environment grows as children develop a deeper understanding of the natural world.
• Providing a connection to places that help children feel grounded, enhances their coping skills, and promotes positive mental health (Hanscom, 2016).
• Opportunity for increased physical activity, from playing outside, promotes healthy bodies and builds stamina and strength (Hanscom 2016).

Research Supporting Infants and Toddlers

Although the benefits of spending time in outdoor environments and engaging with nature are well-documented for children (Chawala, 2015; Kiviranta et al., 2024), much of the research on nature-based learning has focused on children ages three to five (Dinkle et al., 2019; Kemp & Josephidou, 2023; Morrissey et al., 2015).

Research on outdoor and nature-based learning that supports preschool-age children is important. However, much formative development happens from birth to age three, making it essential for the youngest children to have beneficial outdoor and nature-based experiences to support their learning and development, just like their preschool peers (Craig et al., 2024; Kiviranta et al., 2024; Morrisey et al., 2015; Quinones, 2023).

Supporting Language Development

Research on children under three has shown that experiences in nature support language development (Gamez et al., 2023). Supporting language development is an important objective for educators working with young children, and especially for supporting children learning more than one language. 

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Risky Play for Infants and Toddlers

​Many people feel that infants and toddlers are too young to take risks and worry about injury, which can be a barrier to providing outdoor play (Quinones, 2023). Quinones (2023) suggests that research shows young children are interested in watching older children engage in risky play, and that educators feel more capable of providing risky play activities for young children when they have planned for the experience.

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Find information about planning and risky play in the  Backpack Implementation Section!

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​See the Additional Resources for links to explore more valuable research.

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Additional Resources

Children and Nature Network: This organization supports the work of leaders, advocates, communities, educators, and families through an extensive research library and a wealth of resources.

Natural Start Alliance: Organizations united in developing resources and support for outdoor and nature-based experiences for young children.

Natural Learning Initiative: Supports nature-play and learning practices. 

National Association for Environmental Education: National organization promoting environmental education. 

Outdoor and Nature-Based Learning: Learn more about the research in the Minnesota Department of Children, Youth, and Families webinar:

• Give Me Proof: Exploring What the Research Says About Nature-Based Learning: Hear directly from researchers in the field about how nature-based learning supports growth in all areas of development to help children thrive.

References
Chawla, L., & Nasar, J. L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433–452. https://doi.org/10.1177/0885412215595441.

Craig, D., Trina, N. A., Monsur, M., Haque, U. T., Farrow, G., Hasan, M. Z., Tasnim, F., & Akinbobola, M. S. (2024). Effective nature-based outdoor play and learning environments for below-3 children: A literature-based summary. International Journal of Environmental Research and Public Health, 21(9), 1247. https://doi.org/10.3390/ijerph21091247.

Fox, H., Gessler, M., Higgins, A., & Meade, A., Warden, C., & Williams Ridge, S., (2020). Children's environmental kinship guide. https://mindstretchers.academy/pages/environmentalkinship?srsltid=AfmBOooJuJcYSPk1gC7EfeMLNOLurI_LUft5om_NffqWnufHWtzQzxh6.

Hanscom, A. J. (2016). Balanced and barefoot : How unrestricted outdoor play makes for strong, confident, and capable children (1st ed.). New Harbinger Publications, Inc.

Dinkel, D., Snyder, K., Patterson, T., Warehime, S., Kuhn, M., & Wisneski, D. (2019). An exploration of infant and toddler unstructured outdoor play. European Early Childhood Education Research Journal, 27(2), 257–271. https://doi.org/10.1080/1350293X.2019.1579550.

Gámez, P. B., Palermo, F., Perry, J. S., & Galindo, M. (2023). Spanish‐English bilingual toddlers’ vocabulary skills: The role of caregiver language input and warmth. Developmental Science, 26(2), e13308–n/a. https://doi.org/10.1111/desc.13308.

Kemp, N., & Josephidou, J. (2023). Creating spaces called hope: The critical leadership role of owner/managers in developing outdoor pedagogies for infants and toddlers. Early Years (London, England), 43(3), 641–655. https://doi.org/10.1080/09575146.2023.2235913.

Kiviranta, L., Lindfors, E., Rönkkö, M., & Luukka, E. (2024). Outdoor learning in early childhood education: Exploring benefits and challenges. Routledge. https://doi.org/10.1080/00131881.2023.2285762.

Morrissey, A., Scott, C., & Wishart, L. (2015). Infant and toddler responses to a redesign of their childcare outdoor play space. Children, Youth and Environments, 25(1), 29–56. https://doi.org/10.7721/chilyoutenvi.25.1.0029.

National Association for the Education of Young Children, publisher., Bredekamp, S., Masterson, M. L., Willer, B. A., & Wright, B. L. (2022). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children.

Quinones, G. (2023). An infant-toddler outdoor risky play practices in an early childhood centre in Australia. Journal of Outdoor and Environmental Education, 26(3), 463–477. https://doi.org/10.1007/s42322-023-00148-y