FOR YOUR CONSIDERATON

Addressing barriers.

Ensuring safe & equitable access to outdoor learning for all.

Addressing barriers can be slow work. To ensure your eventual success, as well as make sure your willingness to remain engaged doesn’t wane:

  • connect with others who support your goals (find your helpers)

  • start with small achievable changes

  • be patient & persistent

One place to begin addressing barriers to outdoor play & learning is in dealing with the gear dilemma - in other words, making sure everyone has what they need to get wet and muddy in the rain; stay warm in snow; and stay cool in heat.

Tips & Tricks

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Tips & Tricks 〰️

  • These little things can make a BIG difference in how much you enjoy being outside:

    • Pausing for a snack can give you all the pick-me-up you need sometimes, whether it’s flavored ice chips on a super hot day or some hot chocolate in the middle of winter; a snack can lift your mood and give you a little burst of energy when you’re waning.

    • Hydration will make or break you. You’re human, and without enough water, you will develop a headache, become angry, and possibly even get sick and vomit if you’re dehydrated enough. This is the double truth for your students, so handy water bottles and reminders to drink are necessary.
      (Hot tip for a cold day… fill your water bottle with warm water or tea)

    • A brimmed hat in the winter, will keep rain out of your eyes and on a hot and sunny day, a wide full-brimmed hat will shield your eyes and protect your neck from burning

  • COLD DAYS

    • Lots of outdoor nature-based educators (ONBEs) like to use feet & hand warmers – if you have poor circulation, these can be a game-changer. You may even sometimes use them with kids on particularly cold days.

    • I love to take stretch moments. If the kids are engaged in play and I am in active observation mode (noting and documenting learning), I will want to keep my body moving, and stretching allows me to do that, plus, they sometimes like to join in

    • You always want to have back up warmies, because if you get soaked for some reason, it will feel absolutely scrumptious to put on dry base layers (including dry socks) and fleece.



    WARM DAYS

    • When you’d rather be at the pool, but you’re at school, a spray bottle will delight you with some evaporative cooling

    • You can also wet a bandana and wrap it around your neck

    • And – if possible – always seek real shade, like under trees, as opposed to under a tarp or awning. The temp difference is noticeable!

    • While in the winter months, you do not want to even look at a cotton clothing item, in hot months, your body will love being covered in cotton, and you can use that spray bottle to spritz your shirt arms and pants legs for more of that evaporative cooling effect – it can extend your hot day comfort substantially.

REFLECTION

  • Think about the things that make you feel nervous, anxious, confused, or resistant. Where does your mind hit a block?

  • Although it is possible (and encouraged) that you connect with nearby nature in meaningful ways, you may have certain hopes or ideas about the outdoor play and learning you want to offer your students. Does your outdoor space provide the opportunities you're interested in? If not what's missing?

  • Think about whether you have support from school officials; consider whether school or district policies are prohibitive (i.e. 'no stick play'); explore whether there is ample or a lack of funding and other resources to ensure everyone has what they need to be comfortable and joyful.

  • Think about the mindset of the families you serve. Consider whether they value outdoor play and learning, and why or why not? Consider whether you need to learn more about the families to truly meet them where they're at. Consider how your own cultural background positions you to regard and value (or not) outdoor play & learning.

  • Consider all the items one needs to be comfortable in the rain, snow, or heat. Think about how you want to educate the parents & caregivers, so everyone has a clear understanding, but also doesn't feel pressured about spending money. Think about which local businesses might be a good partner for building a "gear library" and consider grants that can provide both kids and educators with what they need to be comfortable.

  • Students (and educators) who are neurodiverse and/or differently-abled, may need additional supports in place. What supports do you have available, and/or what additional supports do you need to be successful?

For further consideration: not discussed in this lesson, but worth contemplating, are barriers to outdoor play & learning related to climate change, like smoke and high heat events. Please reach out if you want support mitigating these barriers, including the development of policies & protocols.

“You may feel separated from the natural world, but just look at what you are. Look at how you live. You are not born to this place. You are born of this place.”
— Jarod K. Anderson, Field Guide to the Haunted Forest

Get the most out of this course by exploring the Additional Resources in each Lesson!

CONGRATULATIONS!

You have now completed the Introduction to Outdoor Play & Learning course.

You are ready to increase the amount of play you engage in each day and increase play & learning for your students. You are prepared to advocate for outdoor play and learning by describing all the benefits for both adults and children. You can #seethelearning and, through observation and documentation, help others to do the same. You are ready to begin addressing barriers and take some steps to begin implementation.

To delve deeper into the topics that support implementation, go to the second course now:
Implementing Outdoor Active Play & Learning Everyday - COMING SOON!