Peer-reviewed research2017–2026 update
Making the invisible visible: the pedagogical affordances of outdoor learning in a nursery and a primary school
Educators in an English nursery and primary school video-recorded their outdoor teaching and reflected on it. They theorised about their role in supporting children's autonomy and discussed ways of combining outdoor and indoor learning.
What's new
Using a grassroots participatory action research approach and an ecological framework, researchers worked with educators from a nursery and a primary school in England. The educators video-recorded themselves teaching outdoors, then watched the recordings and reflected on the learning opportunities they noticed and the teaching approaches they used. Participants developed their own theories about their practice and their role in supporting children's autonomy and agency outdoors. They also discussed the opportunities and complexities of aligning outdoor with indoor learning to meet curriculum demands.
Why it matters in Aotearoa
Educators often say they lack knowledge, confidence and institutional support for place-responsive teaching. Video-based reflection is a practical professional learning method that teams in Aotearoa could adopt.
Putting it into practice
Video-record a short outdoor session, then watch it with a colleague. Discuss which learning opportunities you noticed and how your actions supported or limited children's agency.
How strong is the evidence
This is a participatory action research study with two settings. It generates practitioner knowledge and does not measure outcomes.
What to read
The video-reflection method and the discussion of aligning outdoor and indoor learning.