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Communication and Language Outdoors: The Complete EYFS Guide

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What Is Communication and Language Outdoors?

Communication and Language Outdoors means using the outdoor environment to give babies and young children rich opportunities to:

listen
talk
communicate
ask questions
explain ideas
learn new vocabulary
tell stories
join conversations
follow instructions
express needs
share experiences
develop confidence communicating with others

Communication and Language is not something that only happens during story time or an adult-led language activity.

It happens all day.

A child explaining how they built a den is developing language.

Two children negotiating who will drive the bike are communicating.

A toddler pointing towards a bird while an adult names what they can see is developing understanding.

A group retelling a story underneath a tree is developing vocabulary and narrative skills.

A child telling another child how to get through an obstacle course is developing increasingly complex language.

This is Communication and Language Outdoors.

For a more comprehensive guide, read this handbook: The Complete Guide to Early Years Outdoors.

Communication and Language in the EYFS

Communication and Language is one of the three prime areas of learning within the Early Years Foundation Stage.

The Department for Education states that the development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions with adults and other children form important foundations for language and cognitive development. (Help for Early Years Providers)

This makes Communication and Language fundamental.

Children need:

people to talk with.

things worth talking about.

time to think.

interesting experiences.

new vocabulary.

stories.

songs.

questions.

responsive adults.

The outdoors provides all of these.

Why Take Communication and Language Outdoors?

The outdoor environment provides something incredibly important for language development:

shared experiences.

Children need experiences before they can talk meaningfully about them.

Outdoors, children can:

discover an insect
watch rain fall
build something enormous
investigate a puddle
collect leaves
follow a trail
climb
dig
garden
explore changing weather
create imaginative worlds

Suddenly there is something genuine to talk about.

Instead of asking:

“Can you think of a describing word?”

you can hold a wet leaf and say:

“This feels slippery.”

The vocabulary now has meaning.

Communication Outdoors Is More Than Asking Questions

Adults sometimes try to promote language by asking children question after question.

What colour is it?

How many are there?

What’s this?

What are you doing?

This can quickly feel like a test.

High-quality communication involves genuine back-and-forth interaction.

The DfE’s current early years guidance recommends techniques including listening, commenting, repeating, extending what children say, asking open questions and valuing non-verbal communication. (Help for Early Years Providers)

Sometimes a comment is more powerful than a question.

Instead of:

“What are you building?”

try:

“That tower has become enormous.”

Then wait.

The child may decide to tell you much more.

The Role of the Adult in Outdoor Communication

Adults are one of the most important resources in an early years environment.

Practitioners can:

notice what interests children
join play sensitively
introduce vocabulary
repeat children’s words
extend sentences
model conversation
pause and wait
listen carefully
tell stories
sing
encourage children to explain ideas
model language for solving problems

The DfE specifically recommends commenting on what children are interested in or doing and echoing children’s language back with additional vocabulary. (Help for Early Years Providers)

For example:

Child:

“Big worm.”

Adult:

“Yes, that’s an enormous worm. It’s wriggling through the soil.”

You have expanded the language naturally.

Bug Café – Mud Kitchen Pack

Give Children Time to Answer

Young children often need more processing time than adults realise.

Ask or comment.

Then wait.

Avoid immediately answering for the child.

Silence can be productive.

Children may be:

finding the word
organising their thought
deciding how to explain something
processing the question

Giving children time shows that what they have to say matters.

Vocabulary Outdoors

The outdoors is packed with interesting vocabulary.

Children can encounter words such as:

slippery
rough
smooth
jagged
enormous
tiny
delicate
damp
soaked
soggy
frozen
melting
shallow
deep
steep
curved
beneath
beside
beyond
underneath
between
balance
investigate
observe
predict

These words are much easier to understand when children experience them.

If a child is standing beside a deep puddle, the word deep suddenly has meaning.

Introduce Vocabulary Naturally

Avoid turning every outdoor experience into a vocabulary lesson.

Use interesting words in context.

For example:

“That branch is incredibly flexible. Look how much it bends.”

Or:

“The frost has made the grass crunchy.”

Or:

“This stone feels much smoother than that one.”

Children gradually learn words through hearing them repeatedly in meaningful contexts.

Repeat New Words

Children usually need to hear and use new vocabulary repeatedly.

If you introduce the word enormous, find natural opportunities to reuse it.

“That puddle is enormous.”

“You’ve made an enormous tower.”

“Look at that enormous cardboard box.”

Repetition helps vocabulary become embedded.

Listening Outdoors

Listening is a fundamental part of communication.

The outdoors provides a constantly changing soundscape.

Children can listen for:

birds
wind
rain
footsteps
traffic
leaves
voices
animals
aeroplanes
water
machinery

Listening activities develop:

attention
auditory discrimination
vocabulary
awareness
turn-taking

Go on a Listening Walk

Ask children to walk quietly for a short period.

Stop.

Listen.

Then ask:

“What did you notice?”

Children might hear sounds they had previously ignored.

You can extend with language:

Was it loud or quiet?

Was it close or far away?

Did the sound continue or stop?

Could you copy it?

Listening walks link Communication and Language naturally with Literacy and Understanding the World.

Speaking Outdoors

Some children may communicate more confidently outdoors.

There may be:

fewer expectations to sit
opportunities to move while talking
meaningful play contexts
shared tasks
less pressure for direct eye contact
interesting things happening around them

Do not assume conversation must happen face-to-face at a table.

A rich discussion might happen while:

digging
walking
building
painting
collecting leaves
riding bikes

Sometimes children talk more freely when adults are doing something alongside them.

Back-and-Forth Conversations Outdoors

The EYFS places great importance on children’s interactions with adults and peers. (Help for Early Years Providers)

Try to create genuine conversational turns.

Child:

“We made a house.”

Adult:

“You used a lot of different materials.”

Child:

“The blanket is the roof.”

Adult:

“I wondered what was keeping the roof up.”

Child:

“These sticks. But this one keeps falling.”

Now you have a real conversation.

The adult is interested rather than testing.

Communication Through Outdoor Play

Some of the richest language occurs when children are deeply involved in play.

Listen during:

mud kitchens
den building
construction
bikes
water play
gardening
role play
small-world play

Children naturally use language to:

plan
negotiate
explain
imagine
disagree
persuade
direct
question

This is sophisticated communication.

Communication Through Den Building

Den building gives children endless reasons to communicate.

They may need to discuss:

where the den will go
what materials they need
how it will stand up
who can enter
what the den represents

Adults can model useful vocabulary:

attach
secure
balance
underneath
beside
across
strong
stable

One outdoor experience can generate a huge amount of language.

Communication Through Construction

Construction encourages children to explain their thinking.

Try comments and questions such as:

“Tell me about your plan.”

“That part keeps moving.”

“How will your friend know where this belongs?”

“What could you use to make it stronger?”

Children learn vocabulary while solving real problems.

Communication Through the Mud Kitchen

Mud kitchens create natural conversation.

Children may:

take orders
explain recipes
negotiate roles
serve customers
describe ingredients
give instructions

Introduce words such as:

stir
pour
scoop
sprinkle
mix
full
empty
ingredients
recipe

Language becomes embedded within imaginative play.

Communication Through Bikes

Bike play can encourage children to:

give directions
ask for turns
negotiate routes
deliver messages
explain destinations
follow instructions

Try adding simple narratives.

“Can you deliver this parcel to the garden?”

Children now need to listen, remember and act on spoken information.

Following Instructions Outdoors

Outdoor environments allow instructions to become active.

Try:

“Walk around the tree and stand beside the bench.”

Then increase complexity when appropriate:

“Collect two sticks, put them underneath the shelter and come back to me.”

Children develop:

listening
memory
understanding
positional language

Keep instructions appropriate to the individual child’s development.

Positional Language Outdoors

Movement makes positional vocabulary much easier to understand.

Use:

under
over
through
around
beside
between
behind
in front
above
below

For example:

“Crawl underneath the rope.”

“Stand between the cones.”

“Put the bucket beside the tree.”

Children experience the meaning physically.

Storytelling Outdoors

Storytelling is an essential part of Communication and Language.

The DfE highlights conversation, storytelling and role play as important contexts in which children can share ideas and develop a richer range of vocabulary and language structures. (Help for Early Years Providers)

Outside, children can tell stories at a larger scale.

Try:

story trails
puppet shows
den storytelling
small-world stories
story circles
role play
story maps

Children don’t always need a book to begin.

A stick, stone or unusual object could inspire an entire story.

Tell Stories Without Books

Oral storytelling is incredibly valuable.

Start with:

“One morning, we discovered something very strange underneath this tree…”

Then invite children to continue.

Adult:

“What do you think it was?”

Children contribute ideas.

Build the story together.

This develops:

vocabulary
imagination
narrative structure
listening
turn-taking
confidence

Retelling Familiar Stories Outdoors

Give children props and space to retell stories they know.

Use:

fabric
crates
sticks
puppets
cardboard
natural loose parts

Children may recreate familiar narratives or completely change them.

Both are valuable.

Create Story Trails

Build a simple story around the outdoor area.

For example:

First we crossed the river.

Then we climbed the mountain.

Next we discovered a cave.

Finally we found the dragon.

Physical experiences can help children understand and remember narrative sequence.

Use vocabulary such as:

first
next
then
after
finally

Role Play Outdoors

Role play creates complex communication.

Children need to:

establish characters
negotiate what happens
introduce new ideas
respond to each other
maintain a shared narrative

Outdoor role play can involve:

shops
cafés
builders
vets
explorers
firefighters
delivery drivers
imaginary creatures

Open-ended resources often generate more language because children have to decide what objects represent.

Songs and Rhymes Outdoors

Songs and rhymes support:

listening
attention
memory
vocabulary
rhythm
confidence

Take familiar songs outside.

Add:

actions
instruments
marching
jumping
clapping
movement

The DfE specifically recommends frequent engagement with stories, non-fiction, rhymes and poems as part of children’s language development. (Help for Early Years Providers)

Communication Through Nature

Nature creates endless conversational opportunities.

Ask children what they notice about:

insects
flowers
trees
clouds
weather
ice
puddles
birds
shadows
seasons

But remember:

you don’t need to ask a question about everything.

Sometimes say:

“I wonder where that ant is going.”

Then wait.

Children may take the conversation somewhere unexpected.

Wonder Questions

Use phrases such as:

“I wonder…”

They are often less demanding than direct questions.

Try:

“I wonder why the puddle disappeared.”

“I wonder where that feather came from.”

“I wonder how we could move this.”

“I wonder what lives underneath there.”

These statements invite children into conversation.

Communication and Language Outdoors for Babies

Communication begins from birth.

For babies outdoors, focus on:

eye contact where comfortable
facial expressions
gestures
sounds
responsive conversation
naming what they see
songs
rhymes
shared attention

If a baby looks towards a bird, follow their attention.

Say:

“Bird! You spotted the bird. It’s flying.”

The adult responds to what the baby is communicating.

Communication Outdoors for Toddlers

Toddlers need adults who:

listen
repeat
model
expand language
name experiences
sing
tell simple stories

If a toddler says:

“Dog gone.”

You might respond:

“Yes, the dog has gone behind the gate.”

You have acknowledged their communication while modelling a richer sentence.

Communication Outdoors for 3- and 4-Year-Olds

Children increasingly develop:

longer sentences
conversations
story language
questions
explanations
vocabulary

Outdoor provision can encourage them to explain:

what they are doing
what happened
how something works
what they have noticed

Give children reasons to communicate.

Forest School Phonics Games (Phase One)

Communication and Language Outdoors in Reception

Reception children can increasingly:

listen attentively
respond appropriately
ask questions
explain ideas
use new vocabulary
participate in discussion
retell stories
communicate increasingly complex ideas

Outdoor learning provides valuable contexts for applying these skills.

Communication and Language and SEND

Communication can look different for different children.

Some children may communicate using:

speech
gestures
signs
symbols
AAC
facial expression
body language

The current EYFS Profile guidance recognises established or preferred modes of communication, including non-speaking communication such as signing. (GOV.UK)

Communication is much bigger than spoken sentences.

Notice how each individual child communicates.

Supporting Non-Speaking Children Outdoors

Outdoor provision can provide meaningful opportunities for communication without creating pressure to speak.

Offer:

choices
objects of reference
visuals
symbols
gestures
AAC access
predictable routines
motivating activities

A child might communicate:

more

stop

again

help

finished

through their preferred communication system.

Respect and respond to that communication.

Supporting Speech and Language Needs Outdoors

Children with speech, language and communication needs may benefit from:

reduced background demands
simple language
repetition
visual support
predictable routines
extra processing time
adult modelling
highly motivating play

Avoid bombarding children with questions.

Build communication around what the child is already interested in.

Communication Outdoors and EAL

Children learning English as an additional language should be able to participate fully in outdoor experiences.

Use:

gestures
objects
visuals
repetition
songs
familiar routines
peer modelling

Shared outdoor experiences can give words immediate meaning.

A child may not yet know the English word puddle, but standing beside one while hearing the word repeatedly provides a clear context.

Communication and PSED Outdoors

Communication and PSED are closely connected.

Children need language to:

express feelings
ask for help
negotiate
join play
resolve conflict
communicate boundaries

Model useful phrases such as:

“Can I play?”

“I need help.”

“Stop, I don’t like that.”

“Can I have a turn next?”

These phrases give children tools for social situations.

Communication and Literacy Outdoors

Spoken language is an important foundation for literacy.

Children need words and ideas before they can confidently tell and write stories.

Outdoor experiences create things worth talking about.

That talk can later become:

stories
captions
signs
lists
messages
writing

Communication comes first.

Early Years Bug Flash Card

Communication and Maths Outdoors

Mathematics also depends heavily on language.

Children need to understand words such as:

more
fewer
same
longer
shorter
behind
beside
underneath

Outdoor maths experiences allow children to hear and use these words in context.

Communication and Understanding the World Outdoors

Outdoor exploration naturally generates questions.

Children may ask:

Why is the leaf changing colour?

Where did the worm go?

Why is the ice melting?

What bird is that?

These conversations can lead to:

new vocabulary
non-fiction books
investigation
prediction
explanation

Communication becomes the tool children use to understand their world.

Communication Through Physical Development

Movement creates language opportunities.

Use words such as:

fast
slowly
high
low
underneath
around
stretch
balance
crawl
leap

Children experience the word as they perform the action.

This can make vocabulary particularly memorable.

Creating a Language-Rich Outdoor Environment

A language-rich environment is not an environment covered in laminated words.

It is an environment where children have:

interesting things to do
interesting things to see
problems to solve
people who listen
adults who model vocabulary
stories
books
opportunities for imaginative play
time for conversation

The DfE’s guidance specifically encourages settings to consider whether their environments enable communication and talk. (Help for Early Years Providers)

The most important language resource outdoors may well be the adults.

Do We Need Labels Everywhere?

No.

Labels can have a purpose.

But covering fences, boxes and equipment with laminated vocabulary does not automatically improve children’s language.

Think:

Will children actually use this word?

Does this print have meaning?

Could an adult model the vocabulary more effectively during play?

Keep the environment visually purposeful.

Create Spaces for Conversation

Some outdoor environments are very busy.

Consider also creating places where children can:

sit together
talk
tell stories
watch nature
share books
play quietly

Use:

logs
benches
dens
blankets
small sheltered spaces

Conversation sometimes needs time and space.

Sustainable Communication and Language Outdoors

Communication requires very few resources.

Try:

cardboard boxes
puppets
sticks
stones
fabric
recycled telephones
tubes
crates
natural loose parts
books

Open-ended objects can provoke enormous amounts of language because children decide what they represent.

A cardboard tube might become:

a telescope,

microphone,

telephone,

map holder,

or dragon detector.

The conversation is the learning.

Seasonal Communication and Language Ideas

Spring

Talk about:

new growth
flowers
insects
nests
changing weather

Introduce vocabulary such as:

bud, blossom, hatch, sprout, delicate.

Summer

Explore:

shadows
warmth
water
insects
flowers

Introduce:

bright, scorching, evaporate, shade, enormous.

Autumn

Explore:

leaves
wind
seeds
colour
texture

Introduce:

crunchy, crisp, golden, swirling, scatter.

Winter

Explore:

ice
frost
cold
bare trees
breath

Introduce:

frozen, slippery, melt, icy, transparent.

30 Communication and Language Outdoors Ideas

Listening walks
Storytelling circles
Story trails
Outdoor puppet shows
Den storytelling
Outdoor role play
Mud-kitchen conversations
Construction discussions
Bike delivery instructions
Treasure hunts
Following directions games
Positional language obstacle courses
Nature conversations
“I wonder” walks
Weather discussions
Outdoor rhyme time
Singing circles
Action songs
Nature vocabulary hunts
Describe-and-find games
Mystery natural objects
Child-led tours of the playground
Outdoor show-and-tell
Collaborative story making
Small-world storytelling
Gardening conversations
Outdoor non-fiction books
Partner challenges
Talk-and-build activities
Child-created outdoor stories

Useful Questions and Comments Outdoors

Try:

Tell me about it.
What did you notice?
I wonder what happened there.
That looks different.
What happened next?
How did you do that?
What could happen next?
I wonder why.
How could you explain that to your friend?
What does it feel like?
What can you hear?
What have you discovered?

Remember that comments can be as powerful as questions.

What Should Practitioners Observe?

Look for children:

initiating communication
responding to others
listening
taking conversational turns
using gestures or other communication
learning new vocabulary
explaining ideas
asking questions
joining imaginative play
retelling stories
following instructions
expressing needs
adapting language for different situations

Communication development will not look identical for every child.

Should Communication and Language Be Adult-Led?

Some experiences will be adult-led.

But much of children’s language development happens through everyday interaction and play.

The strongest approach combines:

high-quality adult modelling
carefully planned experiences
responsive interaction
child-led conversation

Adults need to know when to extend language and when to listen.

Do We Need a Communication Area Outdoors?

No.

Communication should happen throughout the outdoor environment.

It can happen in:

construction
bikes
gardens
mud kitchens
dens
water
sand
stories
physical play

Communication and Language should not be restricted to one area.

How Can We Support Communication in a Small Outdoor Space?

You do not need acres of grounds.

Try:

role play
listening activities
storytelling
gardening
construction
books
puppets
small-world play
movement games
conversation spaces

Interesting experiences generate conversation regardless of the size of the space.

How Often Should Communication and Language Happen Outdoors?

Every day.

Communication is not something children only practise during a planned activity.

The DfE describes the number and quality of conversations throughout the day as crucial for children’s language development. (Help for Early Years Providers)

That means practitioners should think about communication across the whole day and across the whole environment.

The Muddy Puddle Teacher Approach to Communication and Language Outdoors

At The Muddy Puddle Teacher, we believe children need something worth communicating about.

You can put vocabulary cards everywhere.

You can create beautiful language displays.

You can plan endless questioning activities.

But some of the richest language happens when a child races over and says:

“Come and look at this!”

That moment matters.

They have discovered something.

They want to tell somebody.

They have a reason to communicate.

The outdoors provides these moments constantly.

Our job is to notice them.

Listen to them.

And gently introduce the language children need to describe their experiences.

Final Thoughts: Conversation Belongs Outdoors

A child points towards a bird and an adult responds.