In the generation of primary school readiness and standardised testing everywhere, we offer

opportunities to build a resilient and creative mindset. Being outdoors most of the time provides children the opportunity to solve problems on their own, be it social, mental or physical challenges.

Giving children space to investigate the science behind the natural world without adult interference and commanding instructions, without right or wrong answers, often unveils a greater depth of learning that cannot be accomplished in a conventional classroom setting. Children also become more creative in their problem-solving skills.

When children spend most of their time outdoors, naturally they will become more physically active and fit, as compared to a sedentary lifestyle in a classroom setting (O’Brien & Murray, 2007).

While engaging in outdoor and physical activities like climbing trees or rocks, children manoeuvre their bodies accordingly to stabilise themselves, and they become more aware of the strengths and limitations of their own bodies. 

According to Burdette and Whitaker (2005), problem solving that occurs in outdoor play promotes higher level cognitive skills, meaning they learn to integrate attention with planning, organising, sequencing and decision making. 

When a child is faced with challenges in the natural environment, for instance - not being able to reach for a fruit hanging down from a branch, the situation demands him to activate higher level cognitive thinking to work out a solution. Research has established that higher level cognitive thinking leads to long-term academic success. 

Many outdoor activities require children to work and interact with one another, for instance building a natural fort with twigs and branches. Outdoor activities with minimal adult guidance encourage children to mediate with each other to achieve team tasks, learn how to cooperate and compromise, form new friendships and identify attitudes and abilities that are valued by their friends. Children also develop an increased awareness of other people’s personal space (O’Brien, 2009). 

Forest school education encourages exploratory learning. When children are given the opportunity to explore nature, they often delve into it with a curious mind and therefore find things that spark their own interest (O’Brien, 2009).

Bredekamp et al. (1992) proposed that when children are involved in activities of their interest, they become more motivated to learn, become more curious and driven to find answers about the natural world. Through that, children develop better concentration skills from observing the environment and its natural processes.