I was recently introduced to a woman who teaches at the Randolph School, a prekindergarten-to-grade five school in upstate New York. When I asked if the classes were in-person, she said yes, the school was well positioned to defend against the coronavirus because all its classes take place outdoors. And, in fact, outdoor activities are generally safer than indoor activities because the virus dissipates faster in the open air. This school routinely tests for the virus, and positive test results have been rare.
Because the coronavirus might, in one form or another, be with us for some time, schools in general should explore opportunities for outdoor education. It can be another tactic, along with vaccinations, tests, and masks, in the effort to prevent infections.
Well before the coronavirus struck, pioneering educators like Friedrich Froebel, who started the kindergarten movement, and Maria Montessori wanted pupils to get outdoors and experience nature. In recent decades, mounting research evidence suggests that nature enhances children’s development in at least three ways.
First, natural settings such as parks, ponds, and woods stimulate children’s powers of patient observation. Children spend long stretches of time observing birds, plants, insects, fishes, and small mammals. And time spent in natural settings often helps children concentrate on other tasks.
Second, nature fosters creativity. In natural settings, children love to build things like hideouts under trees and model towns in soft dirt. Moreover, much of their artwork and poetry is inspired by nature.
Third, children often gain a sense of inner peace and of being at one with the larger web of life. Children feel anchored in something positive that extends far beyond themselves, and this feeling of security helps them withstand troubles in the years ahead.
Time in nature can also benefit academic work. It goes a long way to address the biggest problem in schooling — students’ lack of motivation. Children are generally so enthralled by nature that they want to learn more about it. They eagerly read books about the animals they see, as well as trees, moving clouds, snowflakes, and other aspects of their environments.
They also enthusiastically work on math problems that expand their knowledge of their natural surroundings. For example, young children enjoy counting different species of trees and measuring their circumferences, while middle school and high school students like to figure out ways to estimate the heights of very tall trees. If children make vegetable gardens, they carefully map out their garden plots, estimate the number of seeds they will need, and weigh their produce.
Schools interested in pursuing outdoor education will need to plan and experiment within their individual circumstances. Schools in Suffolk County generally have access to more outdoor space and vegetation than inner-city schools. But even where greenery is limited, birds and other animals visit schoolyards and, like the wind, shadows, and other natural events, the animals arouse considerable interest.
Outdoor education is far more widespread in Europe than in the United States. “Forest kindergartens,” which began in Denmark in 1952 and serve children ages 3 to 6 years, are quite prevalent there.
Outdoor education will meet with some resistance in the U.S., especially from those who worry about exposing children to all kinds of weather. Schools will need to experiment with outdoor classes in a gradual manner, giving children and adults time to see what they can handle. Schools also might use lean-tos or partially open tents for protection against some weather conditions. Many schools may find that partial rather than full outdoor education is best for them.
Despite the challenges that harsh weather creates, it also presents opportunities for enjoyable activities. In the fall and winter, children at the Randolph School like to heat food over open fires. Young children find it exciting to write in the morning frost that covers outdoor tables. Recently, students have discovered that they can write notes with magic markers on sheets of ice. In February, pupils tap trees for syrup and learn a great deal about trees in the process.
Schools that wish to experiment with outdoor education can learn about activities that have worked for others. Two of the urban schools that like to get their students outdoors for extended periods of time are Central Park East in Manhattan and the Brooklyn Free School.
I hope American schools will give outdoor classes a serious try. The end result could be safer schools and more enthusiastic learners.
William Crain is professor emeritus of psychology at the City College of New York and a part-time Montauk resident. His latest book is “Forever Young: How Six Great Individuals Have Drawn Upon the Powers of Childhood and How We Can Follow Their Lead.”