The Importance of Outdoor Play in Northern Ireland

A Research-Informed Guide for Educators

Aligned with the Northern Ireland Curriculum & EA Guidance

1. Why Outdoor Play Matters in Northern Ireland

Outdoor play is a core expectation within the Northern Ireland Curriculum and Foundation Stage statutory guidance.
The curriculum emphasises that learning should be:

play-based
active
meaningful
inquiry-led
connected to children’s lives and interests

Outdoor learning perfectly supports these principles by offering rich, hands-on, open-ended experiences that promote independence, wellbeing and deeper learning.

Northern Ireland’s Education Authority (EA) and the Council for the Curriculum, Examinations and Assessment (CCEA) strongly encourage outdoor learning across early years and primary settings.

2. Research That Supports Outdoor Play

1. Improved Cognitive Development & Thinking Skills

Outdoor environments promote problem-solving, curiosity and higher-order thinking.
Evidence: Rickinson et al. (2004); Fjørtoft (2001)

2. Increased Physical Activity & Motor Skills

Outdoor play supports whole-body movement, coordination and confidence.
Evidence: Brussoni et al. (2015); Tandon et al. (2018)

3. Enhanced Wellbeing & Emotional Regulation

Nature supports calmness, reduces stress and helps children feel grounded.
Evidence: Wells & Evans (2003); Kelz et al. (2013)

4. Stronger Social Development

Play outdoors encourages teamwork, turn-taking, negotiation and independence.
Evidence: Sandseter & Sando (2016)

5. Deeper Curriculum Learning

Outdoor experiences strengthen understanding and long-term memory.
Evidence: Rickinson et al. (2004)

3. Outdoor Play and the Northern Ireland Curriculum

Outdoor learning can support all Areas of Learning, including:

Foundation Stage (P1 & P2)

Outdoor play links strongly with:

Personal Development & Mutual Understanding (PDMU)
Physical Development & Movement
The World Around Us
Language & Literacy
Early Mathematical Experiences
The Arts

Key Stage 1 & 2

Outdoor learning enhances:

Thinking Skills & Personal Capabilities (TSPC)
Cross-curricular thematic learning
STEM investigations
Literacy and numeracy across contexts
PDMU and wellbeing activities
Environmental awareness and sustainability themes

Outdoor learning directly supports the curriculum focus on active, practical, and enquiry-based learning.

4. Outdoor Play and SEND/SEMH in Northern Ireland

Outdoor spaces offer significant benefits for children with:

ASD
ADHD
Sensory processing differences
Social, emotional and mental health needs
Speech, language and communication difficulties
Physical disabilities
Trauma or high stress

Why the outdoors works for SEND:

Less sensory overload
Fewer social pressures
More movement opportunities
Clearer boundaries
Natural sensory input for regulation
Hands-on learning that doesn’t rely on written work
Reduced behavioural triggers
Greater freedom, independence and choice

Evidence: Änggård (2011); Barrable (2019)

Outdoor learning aligns with NI’s emphasis on inclusion, early intervention and nurturing practice.

5. Example Outdoor Play Opportunities in Northern Ireland Settings

Foundation Stage

Mud kitchens
Water play outdoors
Puddle investigation
Stick or stone counting
Outdoor mark-making
Role-play in natural spaces

KS1–KS2

Maths trails
Living things and habitats investigations
Forces and materials experiments
Outdoor reading and storytelling
Mapping and orienteering
Art in nature using clay, leaves and bark

PDMU & Wellbeing

Nature walks
Team-building tasks
Outdoor mindfulness
Regulation routes and sensory paths

6. The Muddy Puddle Teacher® Toolkit for Northern Ireland

Our Toolkit aligns strongly with NI priorities for:

play-based pedagogy
active learning
outdoor exploration
creativity and problem solving
inclusion and differentiation
sustainability and upcycling

Toolkit Methods

1. Bamboo Method
Shape-making, measurement, angles, boundaries and STEM structure.

2. Rope Method
Science investigations, team tasks, games, problem solving, movement pathways.

3. Clay Method
Art, modelling, sensory regulation, literacy characters, science concepts.

4. Stick & Stone Method
Sorting, counting, phonics, patterns, mini-construction and storytelling.

5. Puddle Play Method
Science inquiry, language development, prediction and observation.

6. Loose Parts & Upcycled Method
Engineering challenges, creative construction, teamwork and imaginative play.

These methods work in any setting — from rural schools to concrete playgrounds.

7. Reflection Questions for Northern Ireland Practitioners

How does outdoor play feature in our current planning?
Which Areas of Learning could we strengthen outdoors?
Which children benefit most from outdoor experiences?
What barriers stop us using the outdoors more frequently?
How could we use the Muddy Puddle Teacher® Toolkit to support inclusion?
How can outdoor play help us meet TSPC and cross-curricular links?

8. Next Steps for NI Schools & Early Years Settings

Strengthen your outdoor teaching practice with:

The Muddy Puddle Teacher® Level 1–4 Programme
SEND & SEMH outdoor modules
Curriculum-based outdoor learning training
Whole-school outdoor pedagogy INSET days
Free demonstrations on TikTok, Instagram and Facebook

For training, bookings, or more information:
info@themuddypuddleteacher.co.uk

Blog CPD: The Importance of Outdoor Play in Northern Ireland