Peer-reviewed research2017–2026 update
Pathways for outdoor play and learning: pedagogical decisions and curricular intent in elementary school outdoor classrooms
Experienced K–8 teachers used loose parts and flexible routines to connect outdoor play with curriculum goals, scaffolding both structured and unstructured play into guided learning.
What's new
Through critical participatory action research, 18 experienced kindergarten to grade 8 teachers in British Columbia examined how outdoor play and learning connects to curriculum and teaching intent. Teachers chose instructional routines flexibly to suit their teaching purpose, curriculum goals and students' needs, and these routines included providing loose parts. Teachers described loose parts as important for supporting, guiding and extending children's learning across a continuum of outdoor play. The study shows how both structured and unstructured play can be built into guided academic learning outdoors.
Why it matters in Aotearoa
Primary schools in Aotearoa that are developing outdoor classrooms or play-based learning can use these findings to link play outdoors to curriculum learning.
Putting it into practice
Set up a loose-parts collection for outdoor lessons and plan each session with a clear curriculum goal, deciding how much structure to give the play.
How strong is the evidence
This is a qualitative, participatory study with 18 experienced teachers. It describes teachers' practice and reasoning, and the abstract does not report student learning outcomes.
What to read
The findings on instructional routines and loose parts.