The Effects of Outdoor Learning on Primary School Children's Motivation to Learn.

Abstract

This study explored the role of outdoor learning environments on children's motivation to learn, within primary school education and with specifically early years children (ages 3-5). Outdoor learning has previously gained positive outcomes towards cognitive and social development and encourages better health and wellbeing for children (O'Brian 2009 and Elliot 2015). The data was collected at Whittingham Primary School in Northumberland, where the early years classroom had both an indoor and outdoor area for all the participants to engage in. Altogether there were 21 participants, both boys and girls and all at different cognitive and social levels. The data was collected through the use of natural observations and creative and visual methods. The results showed that there was a significant difference in motivation levels to learn within the outdoor environment's observed, over the indoor classroom environment. There were however, signs of motivation within the classroom on certain occasions like the Christmas party, but this was due to the activities being fun and creative for that particular day. Altogether, the participant's levels of motivation towards: behaviour, imagination, confidence, freedom and curriculum activities were all higher within the outdoor environments. This dissertation offers an in-depth investigation and insight into the impact of outdoor learning upon primary school children's motivation to learn.