Peer-reviewed research2017–2026 update
When are you taking us outside? An exploratory study of the integration of the outdoor learning in preschool and primary education in Quebec
Quebec preschool and primary teachers used outdoor learning across many subjects and settings, relying on flexible planning and routines, and named factors that helped or hindered them.
What's new
Fourteen preschool and primary teachers in Quebec who had taught at least eight outdoor learning sessions in the past year took part in four semi-structured group interviews, and the researchers carried out four participant observations. Teachers understood the outdoors in terms of open air, physical activity, nature, physical freedom and pedagogical intention. They taught a range of subjects, including French and mathematics, in settings such as city parks and woodlands, and used strategies such as flexible planning and well-established routines. Parental support was among the factors that helped, while storage of materials was among those that limited outdoor learning.
Why it matters in Aotearoa
This gives practical insight into regular, curriculum-linked outdoor learning close to school. It is relevant to New Zealand schools developing local or nature-based approaches.
Putting it into practice
Set up a consistent routine for outdoor sessions, such as gathering, boundaries and pack-up, and sort out gear storage and communication with parents before starting.
How strong is the evidence
This is an exploratory qualitative study with 14 experienced teachers. It describes practice and does not measure student outcomes.
What to read
The results on teaching strategies and on facilitating and limiting factors.