‘Memories are made of this’: some reflections on outdoor learning and recall

Abstract

Potential benefits for learning that the outdoors may hold have been brought into increased focus in the UK by the recent introduction of a manifesto for learning outside the classroom (DfES, Learning outside the classroom: manifesto; Nottingham, Department for Education and Skills, 2006). This article draws on two recent studies of outdoor learning practices—a survey of 334 practitioners with children aged between 2 and 11, and a case study in a primary school in the West of England. The survey asked practitioners about their memories of outdoor experiences, and in the case study, the children talk of what they remember of their learning outdoors. With reference to relevant literature, the article reflects on how the quality of outdoor experience may sustain and support engagement and memory.

Acknowledgements

I would like to thank the Devon Early Years Childcare Development Partnership for the funding which made our research possible and my co-researchers, Bernie Davis and Kylie Brown.

Notes

1. Forest School, as it has been developed in England from a Danish model of Forest kindergarten, is a particular kind of educational programme that takes place in the outdoors, preferably in a natural wooded area. It is characterised by positive relationships, achievable tasks and fun. It usually takes place in one session per week over a 6–10-week programme. The Forest School principles include building on an individual's innate motivation and positive attitude to learning, offering them opportunities to take risks and make choices and initiate learning for themselves.