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Interview: Juno Hollyhock, Chief executive, Learning Through Landscapes

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Learning through Landscape, The Early Childhood Forum and Early
Education have launched a survey looking at outdoor play.

Why have you launched the survey?

We launched the State of the Nation survey because although everyone knows that getting outdoors is important for the healthy development of all young children, we are concerned that the 'daily outdoor experiences' enshrined in the Early Years Foundation Stage may no longer be seen as a priority by early years settings, schools, policymakers and politicians.

We want to find out whether outdoor play has improved or declined in early years settings over the past ten years, and what helps or hinders practitioners taking children and learning outdoors.

Are you concerned that the drive to expand childcare places will lead to a loss of outdoor space?

There have already been reports about the growth in funded two-year-old places creating pressure on places and inadequate outdoor provision. Plans to extend free childcare to 30 hours for working parents will inevitably add to pressure on places. We need to hear more about from the field about the realities of this situation.

We hear whispers of wellington boot storage space being removed to make space for a new literacy corner, doors to the outside being closed rather than left open for children to flow in and out, and staff coming to work with no wet weather gear, meaning that the children cannot be outside if it rains.

At a time when a series of research reports emphasise the importance of outdoor play to positive outcomes for children in physical health and well-being, most of the political attention has been on tracking and testing of children and extending childcare. We are also alerted to the pressure for space to meet basic need requirements for school places; temporary classrooms are popping up all across our school grounds.

Why else are children losing opportunities to go outdoors?

We know that increased traffic, increased screen time and concerns about 'stranger danger' for older children are contributing to increasing sedentary lifestyles and obesity. Children also have diminishing opportunities for gaining basic ecological knowledge and understanding through direct experience. They may also have fewer opportunities to gain skills in risk management and a sense of responsibility for the wider living world.

In the early years outdoor play contributes to development of essential gross and fine motor skills and core stability needed for later skills in reading and writing, in self regulation and in learning appreciation for and care of plants, animals and precious resources, such as water  and energy.
 
There have been several developments in the UK supporting the understanding of the importance of children’s early learning and understanding about the ecological world, about developing skills in risk management and independence at the appropriate age.  The Forest School movement for example has grown exponentially over the last 15 years.
 
What other work is Learning Through Landscapes doing in the early years?
LTL offers a range of support for early years practitioners, from training opportunities in taking curriculum subjects out of doors to understanding approaches to risk, from re-designing your outdoor space to creating programmes to enhance physical activity and movement.  LTL also delivers a range of programmes into settings, including our Nurturing Nature programme for vulnerable families and our Dad’s play programme.