Enabling Environments: Outdoors - In their element

For some years, concern has been growing about the underachievement of boys in education. The contributing factors behind this may be many, and include genetic make-up and brain development, societal factors and beginning formalised learning too early.

This apparent lack of achievement has led to research into the ways in which boys learn and how their attainment and dispositions for learning can be improved. There is strong evidence to suggest that playing and learning in the outdoors can go some way in helping to raise boys' achievements.

Throughout all the stages of education, boys are found to be lagging behind girls in terms of attainment. The concern for the underachievement of boys is borne out by results, statistics and research. The DCSF (2008) reports that in the years 2007/8, end of Foundation Stage results showed that girls continued to achieve at a higher level than boys. For each assessment area more girls than boys work securely within (6 points or more) the Early Learning Goals.

In Wales there is a similar picture, with inspection body Estyn (2008) reporting that overall in recent years, the gap between girls and boys attainment has been widening. Boys are not less able than girls, so can they do better if learning is taken outdoors?

Learning Needs

Having positive experiences in early years education is vital for children. It is felt that boys' failure to engage in learning at an early age can lead to disaffection throughout their school and adult lives.

Many educators feel that boys have distinct learning needs due to nature, nurture or both. This has led to a change in the way we look at teaching and learning, particularly in the early years.

In the UK, early years education is following a more play-based curriculum, moving away from starting with a formalised teaching and learning style. This has highlighted the outdoors as an effective environment for experiential learning for young children, particularly young boys.

Some research suggests that children, and in particular boys, find the outdoor environment easier to work and learn in. Boys' brains develop in a different sequence to girls and this could have some bearing on teaching and learning.

Boys, for example, develop concepts of movement and space first, so it makes sense for teaching and learning to take place in an environment, such as the outdoors, that allows these concepts to become concrete.

Bilton (2002: 73) comments, 'The outdoor environment could play a central role in helping boys. They are more interested in movement, exploration and action and this type of activity occurs for the most part in the outdoor area.'

She goes on to suggest (2002: 76) that due to the lack of boys' achievement, schools should become more 'boy friendly', taking the curriculum to the children rather than expecting the children to access it.

At around the age of four, boys also experience a rise in testosterone levels which can make sitting still for some time challenging. One way to deal with this is to provide activities that are multi-sensory and encourage movement. The outdoors is excellent for facilitating activities such as these and supporting the kinaesthetic approach. Having been given time and space to be physical, boys may then be ready for quieter activities.

Gender Gap

In attempting to close the educational gender gap, Ofsted (2007) has specifically highlighted the need to make early years provision more boy friendly. It says, 'Staff must increase their awareness of the impact of boys' choices of play activities on their progress, and help them to achieve more rapidly by providing activities for learning that engage them.'

For practitioners, this means taking the time to understand and value children's choices. Observation can lead to enhancing activities they have chosen, and help to provide those that are more engaging, appealing and progressive while encouraging greater involvement.

Allowing and encouraging independence by supporting learning, rather than directing it, is important too. Lindon (2006) comments, 'The end result of over-direction by adults has been negative for many children. But it has probably had the greatest adverse impact on the more lively, physically enthusiastic, outdoor-loving children, and many of these have been boys.'

As boys can be more engaged outdoors, many practitioners find there are less incidences of poor behaviour. Research shows it is an environment they enjoy and want to learn in. However, it is important when educating young children that expectations for behaviour should be consistent, what ever the learning environment. Children should understand that rules and boundaries inside also apply outdoors. Sharing, listening to the adult, and tidying up are examples common to both environments.

Boys can often be encouraged to 'use their muscles' at tidy-up time and will enjoy some responsibility. Egg-timers can prove useful outdoors when asking children to share equipment such as wheeled toys, bikes and trikes. Very young children can find this hard to do, and giving everyone a fair turn may help to reduce upset.

Emotions

The environment in which children play and learn undoubtedly affects their emotions, behaviour and ability to learn. Research shows the outdoors may be able to provide for boys the activities and experiences that will help them achieve. In this way, understanding children, how they think and learn is the key to providing stimulating and worthwhile provision.

As the DCSF (2007) says, 'Are we planning experiences for boys that build on their interests and value their strengths as active learners and problem-solvers, or are we simply expecting them to be compliant, passive recipients of new skills and knowledge? Are we using boys' preferences as a starting point for our planning?'

Giving boys learning opportunities that interest them will provide them with lifelong skills for learning.

- Sarah Ghahremani is development officer, Wales, at Learning through Landscapes

CASE STUDY

Gail Coleman, nursery teacher at Glyncoed Infant and Nursery school in Cardiff, has found that the introduction of the Foundation Phase and its emphasis on outdoor learning has been extremely beneficial to all the children in her setting but in particular for boys.

Outdoor provision at the nursery used to be fairly structured, with all the children going out at the same time. The new curriculum emphasises free-flow access to the outdoors with teaching and learning opportunities, indoors and out, provided on a triangular model of continuous, enhanced and focused provision.

On a day-to-day basis it has been observed that boys are becoming more engaged and involved in their activities outdoors, and choosing to go outside rather than stay indoors. This may be due to the time and space that is afforded to them as well as the activities and resources available outdoors. It was certainly evident an a recent visit to the nursery, where there was only one boy indoors as the rest were outside either on bikes or playing with sand and bricks building walls.

Their independent dressing skills are also markedly improved compared to previous year groups.

The space afforded to the children by the outdoors, combined with resources being available continuously, may also contribute to an improvement in the boys' behaviour too. The nursery staff have noted that they are more willing to share, negotiate and communicate with each other. Confidence is also observed to have improved, and this is noted in one boy in particular.

While activities are provided on a continuous basis outdoors, enhanced and focused activities are also provided. Gail has recently introduced Forest School sessions on a Thursday morning in her nursery's grounds. These hour-long sessions give her the opportunity to teach particular skills to a small group. The children have quickly picked up on the routine and expectations of behaviour when taking part in the sessions.

Working with a small group enables Gail to make the most of learning opportunities. For example, one boy who tended to dominate activities was paired with a confident girl for a collecting activity outdoors, and it was observed that he was much more patient, willing to share, and was more communicative.

Setting up outdoor provision at the nursery is not always easy and does mean a slightly earlier start, but all the staff agree that it is worth it. Both staff and children - but in particular boys - are happy to be outdoors where they are involved and engaged in their learning and play, with exciting opportunities for developing teaching and learning.

BIBLIOGRAPHY

- Bilton, H, 2002, Outdoor Play in the Early Years: Management and Innovation, 2nd ed. (David Fulton)

- DCSF (2007) Primary national strategy: confident, capable and creative: supporting boys' achievements.

- DCSF (2008) Foundation Stage Profile Results in England, 2007/08 http://www.dcsf.gov.uk/rsgateway/DB/SFR/s000812/index.shtml

- Estyn (2008) Closing the gap between boys' and girls' attainment in schools

- Lindon, J, 2006, Equality in Early Childhood, Hodder Arnold, ISBN 13:9780340913475

- Ofsted, 2007, The Foundation Stage: a survey of 144 settings