Peer-reviewed research2017–2026 update
Grounds for Learning: Schoolyard Activities as Provocations, Scaffolds and Mediators for Childhood Learning
Australian policy increasingly requires natural outdoor spaces in early childhood and schools, yet how these environments shape learning is still under-researched.
What's new
The abstract notes compelling evidence linking childhood experiences in quasi-natural settings with learning and wellbeing. As cities grow, however, children are increasingly limited to adult-controlled, de-natured spaces. It points to Australian policy responses, including the National Quality Standard element on natural outdoor environments and South Australia's Outdoor Learning Environments Standard. It also notes that the ways environments influence learning remain under-researched. The abstract does not describe the study's method or findings.
Why it matters in Aotearoa
Schools and early childhood services in Aotearoa redeveloping their grounds face similar questions about how outdoor spaces support learning.
Putting it into practice
When planning school grounds or outdoor area changes, record how children actually use new natural features so you can see what supports their learning.
How strong is the evidence
The abstract is background only and does not report the study's design or results.
What to read
The full article, for the method and findings that the abstract leaves out.