Communication does not always begin with sitting at a table and answering questions.
For many SEND learners, communication can come more naturally when there is less pressure, more movement and something real to talk about.
The outdoors can provide exactly that.
Children can point, gesture, move, choose, copy, show, listen, take turns, use symbols, make sounds and communicate in ways that feel more meaningful to them.
At The Muddy Puddle Teacher®, we believe communication should never be forced into one format.
Some children may use spoken language.
Some may use signs, symbols, AAC, facial expressions, eye gaze, movement or objects.
The aim is not to make every child communicate in the same way.
The aim is to create more opportunities for them to be understood.
New to using the outdoors to support SEND children? Discover the Beginner’s Guide to SEND Outdoors.
30 Outdoor Communication Activities for SEND Children
1. Choice Walk
Take the child outdoors and offer two simple choices.
“Hoops or chalk?”
“Grass or playground?”
“Walk or sit?”
Use words, visuals, objects or gestures depending on the child.
2. Point and Find
Ask children to find something:
green
rough
small
moving
soft
They can point, touch, collect or show.
No verbal response is required.
3. Copy My Movement
Make a simple movement and invite the child to copy.
Clap.
Stomp.
Reach.
Jump.
Spin.
Then allow the child to lead and copy them.
This can support shared attention and turn-taking without relying on speech.
4. Talking Ball
Roll a ball between children.
Each time the ball stops, offer a simple communication prompt.
This could be:
“Your turn.”
“Again?”
“Fast or slow?”
“What next?”
Use visuals where needed.
5. Chalk Choice Board
Draw simple symbols or words on the ground.
Children move to the option they choose.
This could be:
run / walk
sun / rain
happy / worried
yes / no
indoors / outdoors
6. Sound Hunt
Walk around the outdoor space and notice sounds.
Birds.
Cars.
Wind.
Footsteps.
Children can point, imitate, sign or select a matching symbol.
7. Rope Conversation Circle
Lay a rope in a circle.
Use it as a low-pressure talking and listening space.
Children can step in when they want to share, or use an object to show they want a turn.
8. Object Requesting
Place motivating outdoor resources slightly out of reach.
For example:
chalk
bubbles
a ball
clay
a bucket
Support the child to request using their preferred communication system.
9. Bubble Communication
Use bubbles to encourage:
more
stop
again
big
small
pop
Children can communicate using speech, signing, eye gaze, gesture or symbols.
10. Follow My Lead
Rather than directing the child, follow what they are already interested in.
If they pick up a stick, pick one up too.
If they line up stones, join in.
If they run, move alongside them safely.
Shared activity can create communication without demanding it.
Want to develop more in this area? Explore our Special Needs Outdoor Learning Training Programme
Outdoor Activities for Turn-Taking and Interaction
11. Roll It Back
Sit opposite one another and roll a large ball backwards and forwards.
Keep the language simple:
“Ready?”
“Go.”
“My turn.”
“Your turn.”
Discover the Outdoor Communication & Language Hub for more bespoke support.
12. Build Together
Use bamboo, crates, sticks or natural loose parts to build something together.
Communication can happen through:
passing
showing
pointing
requesting
rejecting
copying
13. Hoop Turn-Taking
Place one object in a hoop at a time.
Take turns choosing what goes in next.
Children can communicate their choice in any way that works for them.
14. Copy the Pattern
Make a simple pattern using stones, leaves or cones.
Invite the child to copy it.
Then swap roles.
This supports visual communication, attention and turn-taking.
15. Pass the Natural Object
Sit in a small group and pass around a natural object such as a large leaf, pinecone or smooth stone.
Whoever holds it can:
make a sound
show an action
choose a symbol
say a word
or simply pass it on
16. Build a Story Together
Use sticks, stones, clay and leaves to make a simple story.
One person adds something.
The next person adds another.
Communication can happen through action rather than speech.
17. Ready, Steady, Go
Use running, rolling balls, bubbles or toy cars.
Pause before “go” and allow the child time to communicate that they want the action to continue.
18. Partner Obstacle Course
Create a very simple course using cones, hoops or rope.
One child leads.
The other follows.
Swap roles.
This encourages shared attention and non-verbal communication.
19. Give and Take
Use buckets of loose parts.
Encourage children to pass objects to each other.
Model:
“Here.”
“Thank you.”
“More?”
“Finished?”
20. Mirror Movements
Stand opposite a partner.
One child moves while the other mirrors.
Then swap.
This can support interaction without any spoken language at all.
Outdoor Language and Vocabulary Activities for SEND
21. Texture Words
Explore:
rough
smooth
wet
dry
soft
hard
cold
warm
Children can match words, symbols or gestures to what they feel.
22. Big and Small Hunt
Find a big object and a small object outdoors.
Then explore:
long / short
heavy / light
near / far
fast / slow
23. Action Word Trail
Write or draw action prompts on cones.
Run.
Jump.
Push.
Pull.
Roll.
Stop.
Children perform the action as they move through the trail.
24. Who, What, Where Cones
Label three cones:
WHO
WHAT
WHERE
Use them to support simple storytelling or discussion.
For example:
Who did we see?
What were they doing?
Where were they?
25. Outdoor Emotion Choices
Use simple emotion symbols on cones or chalk circles.
Children can move toward:
happy
worried
calm
angry
excited
tired
They do not have to explain their choice unless they want to.
26. Describe and Find
Describe an object simply:
“It is green.”
“It is rough.”
“It is long.”
The child finds something that matches.
Or reverse roles and let the child show you something to describe.
27. Nature Sorting and Naming
Collect safe natural materials.
Sort them into groups.
Leaves.
Stones.
Sticks.
Flowers.
Children can name, sign, match, point or categorise.
28. Story Path
Use hoops and rope to create a simple journey.
Each hoop represents part of a story.
Beginning.
Next.
Then.
Finally.
Children can move physically through the sequence and communicate using props, symbols or actions.
29. Question Ball
Write simple prompts on a large ball or use symbols attached to it.
Try:
what?
where?
who?
how?
Roll the ball and use whichever prompt appears.
Keep questions open but low pressure.
30. Child-Led Communication Time
Set up a simple outdoor space with a few familiar resources.
Then step back.
Watch what the child communicates without adult direction.
What do they reach for?
What do they avoid?
Who do they move toward?
When do they make sounds, gestures or eye contact?
Sometimes the most useful communication assessment is simply giving a child space and watching what they choose to tell us.
How Can Outdoor Learning Support Communication for SEND Children?
The outdoors can create natural reasons to communicate.
Children may need to:
request
choose
reject
share
show
comment
ask for help
take turns
join another person
express discomfort
describe what they notice
Because the communication has a real purpose, it can feel more meaningful than answering a question simply because an adult asked it.
Do Children Have to Talk During Outdoor Communication Activities?
No.
Communication is much broader than speech.
A child may communicate through:
gestures
signs
AAC
symbols
eye gaze
body language
facial expression
movement
objects of reference
sounds
spoken words
All of these can be valid and meaningful.
The adult’s job is to recognise the communication and respond to it.
Why Is Movement Helpful for Communication?
Some SEND learners find communication easier when they are not under direct pressure.
Walking side by side.
Building together.
Moving objects.
Playing with a ball.
Exploring a space.
These situations can reduce the intensity of face-to-face conversation and create more natural opportunities for interaction.
For some children, movement may also support regulation, which can make communication more accessible.
The Adult Role in Outdoor Communication
Try to avoid filling every silence.
Pause.
Wait.
Observe.
Give the child time to process and respond.
Comment more.
Question less.
Instead of asking:
“What colour is that?”
You might say:
“That leaf is really dark.”
Then wait.
Instead of:
“What are you making?”
Try:
“You have used lots of sticks.”
Then see what happens.
Communication grows through connection, not constant testing.
Keep Communication Outdoors Low Pressure
A successful communication session does not have to mean lots of talking.
Success could look like:
a child pointing for the first time
choosing between two activities
initiating play
bringing an object to an adult
taking a turn
using AAC independently
staying alongside another child
copying an action
showing “finished”
asking for “more”
These moments matter.
Notice them.
Record them.
Share them.
Try More SEND Outdoor Learning Ideas
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Frequently Asked Questions
How can outdoor learning improve communication for SEND children?
Outdoor learning can create natural opportunities for choosing, requesting, commenting, turn-taking and shared attention. It can also reduce some of the pressure associated with formal communication tasks.
Are outdoor communication activities suitable for non-speaking children?
Yes. Activities can be adapted for children using AAC, symbols, signing, gestures, eye gaze, objects of reference or other communication systems.
What are good outdoor activities for speech and language?
Choice walks, sound hunts, action trails, storytelling paths, ball games, loose-parts play and collaborative building can all provide meaningful opportunities for language and interaction.
What if a child does not want to communicate?
Do not force interaction. Follow the child’s lead, reduce demands and focus on creating a safe shared experience. Communication often develops more naturally when pressure is removed.
Should adults ask lots of questions during outdoor play?
Not always. Too many questions can make an interaction feel like a test. Try commenting, modelling language and allowing pauses instead.
Can outdoor communication activities support autistic children?
They can support some autistic children by offering more physical space, movement and natural opportunities for shared attention. Every child is different, so activities should always be adapted to individual communication and sensory needs.
About Sarah Seaman
Sarah Seaman BSc, PGCE, MA is the founder of The Muddy Puddle Teacher®, a teacher, author and educational consultant specialising in practical, sustainable and inclusive outdoor learning.
Her approach helps schools and settings use movement, play, natural materials and simple resources to create more accessible learning experiences for children from Early Years through to Primary.
Communication does not always need more words. Sometimes it needs more space, more time and something meaningful to share.
