The document provides suggestions for utilizing outdoor spaces and resources in early childhood education throughout the different seasons and weather conditions. It recommends creating labeled "weather boxes" with resources for different weather types that are stored outside and easily accessible. It also stresses the importance of organization, having a transition area where children can independently access protective clothing, and providing shade structures so children can play outside comfortably in all weather.

1. playnotes • JANUARY 2009
Make up inexpensive weather boxes. Groundnotes Early Years Outdoors
Use categories such as rain, wind, snow September 2004 Storage and organisation of
and sun to extend outdoor learning. If resources
you have limited indoor space for storage Groundnotes Shade and shelter in the school
then keep these resources in an outside grounds
shed, ready to use when necessary. Information sheets Gardening for wildlife,
Label all resources, with pictures too, Learn with leaves, Shade and shelter and
so that both adults and children can Shade structures
locate and return them to the correct area
All the above are available to download from
when they are finished with.
the Member Services page of our website.
Consider how the children are going to
access these resources independently. Use
trolleys, for example, or transform a low
Products
cupboard into a resource which can be Magic snow from Hawkins bazaar, £1.99.
wheeled in or out. Keep items which Visit www.hawkin.com
children should have access to every day See also Members Offers on our website for
Utilising resources as part of their continuous provision – for discounts on outdoor clothing etc
Being organised is the key to making sure example: pencil crayons, chalks, paper,
that resources are readily accessible to clip boards, paint, glue etc – easily Story books
take advantage of changes in weather. available. The Tiny Seed by Eric Carle (Picture Puffin,
1997) ISBN 13: 978-0140557138
Flower Garden by Eve Bunting and Kathryn
shade and shelter can be created so that Hewitt (Harcourt Brace International, 2000)
children can be kept safe and comfortable ISBN 13:978-0152023720
(see also ‘Further resources’).
The Gigantic Turnip by Alexei Tolstoy and
● Pinpoint those areas in the garden that Niamh Sharky (Barefoot Books, 1999) ISBN
are most exposed to the sun at different 13: 978-1902283296
times of the day.
Pumpkin Soup by Helen Cooper (Corgi
● Home-made tents (using blankets or Childrens, 2007) ISBN 13:978-0552559736
sheets) and pop-up gazebos provide
instant shade and shelter but remember Factual book
that these may not protect against UV
For activities and resources see The Little
rays during the hottest part of the day.
Book of Outside in all Weather (Featherstone
● Planting a willow tunnel is a worthwhile Education)
long-term solution but bear in mind this
can take time to become established. Training
● Look at investing in a veranda – this Further resources LTL offers a programme of training and
would provide some shelter from the sun accrediting early years professionals who
Playnotes July 2006 Water play
and allow the children to be outside in wish to develop their skills and knowledge
rain too. Groundnotes Early Years Outdoors
through CPD. To find out more visit the
November 2004 Whatever the weather
● Another option is to use shade canopies training pages of our website.
Groundnotes Early Years Outdoors January
(see ‘Further resources’) which come in
2007 The WOW factor- attracting wildlife to Sources
different sizes and colours and provide
your outdoor environment (includes making
UV protection. Learning Outdoors H Bilton, K James,
a hedgehog habitat)
J Marsh, A Wilson, M Woonton
(David Fulton Publisher, 2002)
ISBN 978-1-84312-350-9
help encourage outdoor play, whatever Foundation Themes Seasons L Powley
the weather. (Scholastic, 2003) ISBN: 0-439-98464-5
In this area children should have easy
The Early Years Foundation Stage (EYFS) DCSF
access to coats and wellington boots,
(Crown, 2007)
enabling them to become responsible for
changing their clothes and shoes. Creating a Space to Grow Gail Ryder
Although this can be time consuming, it Richardson (David Fulton, 2006) ISBN: 1-
encourages children to be independent. 84312-304-5
Providing a seated area will help the
younger children. Also, displaying © This resource was originally
pictures of children in appropriate created as part of the Schoolgrounds-UK
clothing (according to what time of year membership scheme from the
it is) and labelling them will prompt national school grounds charity
Learning through Landscapes
children to make choices and
operating in Scotland as
communicate with each other and staff Grounds for Learning
about additional clothing they may need
Making it happen to put on. Using sequenced pictures can
(registered charity no. in England and Wales
803270 and in Scotland SCO38890).
Creating a transition zone – a place where support children in mastering the To find out more about
children can make decisions about the technique of putting on their coat, for membership call 01962 845811
outdoor activities they want to do – will example. or visit www.ltl.org.uk
OUTDOORS IN ALL SEASONS

2. outlook • MAY 2007
playnotes January 2009
Early Years Outdoors
Outdoors in all seasons chalking around them and observing what
happens as they evaporate; make bubbles
in puddles using washing up liquid and
Being able to go outdoors whatever the Making the most of the food colouring. If your outdoor area
season not only helps early years settings doesn’t gather water, create your own
make the most of their outdoor space, but seasons puddles by filling builders’ trays with water
also gives children the opportunity to have Children learn best through hands-on, (for more ideas on water play, see ‘Further
different outdoor experiences, depending experiential opportunities, and the resources’).
on the time of year. From splashing in changing seasons offer a vast range of If you are lucky enough to have snow use
puddles in winter and sorting seeds in experiences that can help them discover black paper and magnifiers for catching
spring, to exploring snail trails in the more about the world they live in. and examining snowflakes. Provide scoops,
autumn and making kites in the summer, Here are some fun and stimulating ideas shovels, rakes and twigs for mark making.
every season offers its own unique to help you take advantage of the changing Corks, sticks and bottle tops are good
opportunities to increase a child’s seasons to deliver the curriculum outdoors resources to decorate snowmen. Watery
knowledge and understanding of the whatever the weather. paint is fun for colouring snow. If it doesn’t
world in which they live. snow, you can always pretend – use sheets
This Playnotes will look at: Outdoors in winter to make igloos and/or give children an idea
● how to make the most of the seasons This is a great season for experiencing of what snow feels like by letting them
for hands-on experiential learning, extreme elements. explore false snow (see ‘Further resources’).
whatever the season. Weather Stock up on a variety of Growing Provide appropriate sized
containers and buckets, absorbent spades, rakes and spoons for children to
● the problems practitioners face when
(sponges) and non-absorbent (plastic) prepare the soil for sewing seeds in the
using their outdoor area in all seasons.
materials to collect, channel, transport and spring. Tasks could include tidying up the
● how to overcome these problems. measure rainfall. Explore puddles: try beds and removing the weeds.
LEARNING THROUGH LANDSCAPES

3. playnotes • JANUARY 2009 painting with water and exploring
evaporation.
Weather On warm windy days take
the parachute outside and/or let the
children explore wind with lengths of
different size material, ribbons and
feathers. Paper bags make good kites too.
Have fun discovering if any other materials
are good for flying. Observe clouds – why
are some white, some grey? How are they
formed? Explore the water cycle; create a
cloud collage.
Outdoors in autumn
From discovering the colours of leaves and
fruits to finding out more about harvest
time, autumn is a bountiful season.
Nature Why do some trees lose their
leaves? Encourage the children to look
carefully at leaves, discovering their
different shapes (see also ‘Further
resources’). Can they find out which trees
they come from? Discover also conkers in
their prickly shells and compare them with
acorns and sycamore seeds. Look at leaves
and identify different autumn colours; mix
paints to match. Explore mark making
Wildlife Talk about wildlife and how with mud and water and different sized
small creatures survive in winter. What bowls.
can you do to help? Provide logs, dead Wildlife Explore worms, observe how
wood, a patch of carpet or piles of mulch they move, make a wormery. Which
to attract mini beasts such as woodlice, animals are getting ready to hibernate?
beetles, spiders, centipedes, snails and Using a variety of resources, explore
worms. Make bird feeders and fill with making a hedgehog house (see ‘Further
bird feed – use a selection of different resources’ for more information). If the
containers then observe which one works weather is wet, you’ll find plenty of snails
the best. If you have a pond, look at outdoors – observe them moving across
preparing it ready for frogs in the spring black paper and discover their silvery trails.
(for more ideas on wildlife see ‘Further Growing Discuss harvest time and
resources’). how farmers work hard to gather the food.
Read harvest stories. Set up a role play
Outdoors in spring farmers’ market. Encourage observational
The outdoors in springtime provides lots drawing of harvest fruit and veg. Sow
of opportunities for children to make ‘green’ manure seeds (see ‘Further
discoveries about new life. resources’) in vegetable beds ready for
Growing As the ground warms up turning over in the spring and working
you can start growing from seed – ideal Outdoors in summer into the soil. Get new plants – perennials,
for supporting numeracy when sorting, Keep the children safe and at the same trees – established ready for growing in
matching and comparing size. Choose time educate them about caring for the spring.
annual flowers for a splash of summer themselves in the sun by having a
colour. Get some herbs on the go but selection of sun hats, parasols, pop-up sun Your setting in all seasons
keep indoors until June (for more ideas on shades and sun cream to hand. In an ideal early years environment,
growing see ‘Further resources’). Sunlight Sunglasses and pieces of free-flow allows children to make choices
Wildlife Spot the birds appearing in cellophane allow children to look at the about the activities they want to take part
your garden. Bring in a bird’s nest and get world in different shades and colours. Use in, and whether they want to be indoors
the children to try making their own with CDs, prisms and foil trays to discover or outdoors.
different resources. Talk about baby about reflection. Some settings, however, may face a
animals and their homes, for example, Warmth On hotter days see how variety of problems that make using their
and the life cycles of butterflies and frogs. quickly ice can melt when you put it in outdoors in all seasons difficult. Here’s
Investigate eggs – different sizes, patterns different areas of your setting. Freeze how to identify potential obstacles, and
etc. Discuss which animals are coming out water coloured with food colouring to ideas on how to overcome them.
of hibernation. make coloured ice cubes, then let the
Nature Go on a nature walk – look for children use them to make marks on paper Weather
buds and blossom on trees, and see if you or the ground. Find ways of staying cool – Whatever the season, the weather in
can spot any bulbs peeping through the make a variety of materials available for Britain can be very unpredictable. With the
ground. Collect some items that the wind creating cool, shady dens and enjoy water right kind of resources, however, the many
has blown down and explore further play with resources such as hose pipes and variations of our changeable climate can
through conversation and observational water sprinklers. Provide a selection of be a valuable resource that supports
drawings. decorator’s brushes, rollers and buckets for children’s play. The key is being prepared.
OUTDOORS IN ALL SEASONS

4. playnotes • JANUARY 2009
● Consider replacing some of the
grass/mud with either wood chips,
tarmac or decking.
● Take advantage of the drainage
problem in a small space and turn a
wet area into a bog garden.
Parents
Some parents may be concerned about
their children being outdoors when it’s
very cold, very hot or very wet. Children
value what their parents value, so it’s
worth taking the time to help parents
understand the importance for playing
and learning outdoors.
● When showing parents around your
setting, talk to them about the
importance of outdoor play and
reinforce this by showing them your
outdoor policy outlining your
setting’s vision and values.
● Hold a workshop as part of a parents
● Invest in water-proof clothing, ● Reinforce the importance of the open evening/day to explain the
footwear and umbrellas. You may need outdoors by sending staff on importance of outdoor learning and
to include these in your budget or appropriate training. play.
purchase them through fundraising ● Acknowledge staff who are enthusiastic ● Create a display showing
(see ‘Further resources’). about the outdoors and keen to photographs of the children learning
● Ask parents to bring in any unwanted develop this area and the range of outdoors and place it where parents
clothing, including hats, gloves and resources on offer, both for the children arrive to pick up and drop off their
mittens. and their own professional children.
● Ask parents to bring in a spare set of development. ● Invite parents to come and watch or
clothing for their children to leave at ● Ensure staff have access to appropriate join in with their children playing
the setting. clothing – this may mean investing in a outdoors.
set of outdoor clothing for staff to use. ● Use opportunities such as newsletters
© Apex
to inform parents on other benefits of
Drainage being outdoors, such as exercise and
The grassy area(s) of your outdoor space fresh air.
may become hazardous when it is very
wet if the drainage is poor. Shade and shelter
● Get professional advice – the solution Very exposed settings may limit the way
may involve mending a broken the outdoors is used because of the
drainage pipe, or laying gravel or drain need to protect children from bright
pipes to take the water away from the sunshine, cold winds and rain showers.
area. There are various ways, however, that
Staff attitudes from the elements. Each day is different as
Staff need to feel enthusiastic about using we look at what the weather is offering us
the outdoors – even when it’s cold and/or and then decide where we will go to make
wet – to help facilitate playing and the best of it.
learning and provide positive role models ‘Whether you have access to a tiny or a
for the children. vast outdoor play area, there are
● When interviewing potential staff make enormous learning opportunities. The
it clear that they will be expected to go children can watch the clouds moving
out in all weathers. This should also be across the sky, figure the wind direction
part of their job description and and search out shelter possibilities. They
contract. Outdoors in all weathers can check the movement of the sun across
● During their induction period, put less Cathy Bache, childminder and pioneer of the outdoor area and anticipate the
confident practitioners alongside staff Scotland’s first outdoor award-winning warmest place for snack time. They can
who are experienced in using the nursery, The Secret Garden, talks about see where the rain collects and then find
outdoors. Make sure they know how to the joys of being out in all weathers: the most exciting water play area.
carry out risk assessments for the ‘Here at The Secret Garden we are very ‘We try and engage with the weather
outdoors and, if necessary, set weekly lucky. We have a woodland to play in at its most exhilarating rather than
achievable targets for individual staff to which provides us with natural protection avoiding it.’
meet.
OUTDOORS IN ALL SEASONS