Research, reports and guidance on education outside the classroom and outdoor education, with a plain-English summary of each and a link to the original. New items are added every week.
The library began with Education Outside the Classroom: Applied Research Readings 2010–2017 (McNatty & Boyes, University of Otago, 2017). Later items were found, summarised and checked with AI assistance using the same method: every reference is checked against the publisher's record, every summary against the published abstract, and only items rated high confidence by two independent relevance checks are published. Summaries are a guide: read the original before citing it.
Research library All topics Risk and safety EOTC safety management Curriculum and assessment Educator capability and PLD Leadership Te ao Māori and te Tiriti Place-based learning and te taiao Sustainability and environmental education Inclusion and equity International and cultural perspectives Policy and advocacy Teaching and facilitation outdoors School camps and trips Early childhood and nature play Water and aquatic education Wellbeing and mental health Learning and achievement outcomes 6 items
Peer-reviewed research 2017 Otago review (McNatty & Boyes) Journal of Adventure Education and Outdoor Learning 16(2), 172-189 2016 International
A study of four-to-five-year-olds suggests including natural features in outdoor preschools supports a wider range of cognitive play.
Early childhood and nature play
Peer-reviewed research 2017 Otago review (McNatty & Boyes) Journal of Adventure Education and Outdoor Learning 16(1), 31-48 2016 International
Observations show time outdoors helps young children's physical and social development, including confidence in the face of risk.
Early childhood and nature play Wellbeing and mental health
Peer-reviewed research 2017 Otago review (McNatty & Boyes) Journal of Adventure Education and Outdoor Learning 16(4), 318-329 2016 International
The article uses 'curious play' to understand children's free play in nature, seeing children as active explorers who build knowledge.
Early childhood and nature play
Peer-reviewed research 2017 Otago review (McNatty & Boyes) Journal of Adventure Education and Outdoor Learning 15(2), 152-167 2015 International
Children who helped decide how their school ground was built wanted challenge and security, exploration, contact with others, and natural features.
Early childhood and nature play
Peer-reviewed research 2017 Otago review (McNatty & Boyes) Journal of Adventure Education and Outdoor Learning 15(1), 1-23 2015 International
Case studies and discussion with Scottish and Nordic teachers give positive examples and challenges of nature-based early childhood education.
Early childhood and nature play International and cultural perspectives
Peer-reviewed research 2017 Otago review (McNatty & Boyes) Environment and Behavior 41(2), 268-280 2009 International
The article discusses declining outdoor play and how adventure playgrounds support learning, independence, self-esteem and positive risk-taking.
Early childhood and nature play Risk and safety Wellbeing and mental health