CPD
The Importance of Outdoor Play in Early Years
A Research-Informed Guide for Practitioners
With Muddy Puddle Teacher® Toolkit Guidance
1. Why Outdoor Play Is Essential in Early Years
Outdoor play is a fundamental part of early childhood development. The EYFS framework recognises that children learn best through hands-on, sensory-rich, movement-based experiences — all of which naturally occur outdoors.
Research Highlights
1. Outdoor play supports brain development
Movement and sensory exploration help build neural pathways crucial for early learning.
Evidence: Gabbard (2008); Brussoni et al. (2015)
2. Nature improves attention and self-regulation
Spending time outdoors reduces stress and increases focus, especially for young children.
Evidence: Faber Taylor & Kuo (2009)
3. Physical development thrives outdoors
Fresh air and open spaces encourage climbing, balancing, crawling, running, lifting and jumping.
Evidence: Tandon et al. (2018)
4. Social and emotional skills grow through outdoor experiences
Children cooperate more, take turns, problem-solve, and build confidence in natural play environments.
Evidence: Sandseter & Sando (2016)
5. Outdoor learning boosts language and communication
Open-ended play encourages talk, narrative play, questioning and exploration vocabulary.
Evidence: McCree et al. (2018)
2. Why Outdoor Play Is Powerful for SEND in Early Years
Many children with additional needs find indoor environments overwhelming due to noise, visual stimulation, expectations and transitions.
Outdoors offers:
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Less sensory overload
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More predictable space
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Natural calming sensory input
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Opportunities for movement and regulation
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Reduced social pressure
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Stronger motivation to communicate
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More flexible, child-led learning
Evidence: Änggård (2011); Barrable (2019)
This is why outdoor learning is one of the most inclusive approaches for young children.
3. What High-Quality Outdoor Play Looks Like in Early Years
Outdoor play in EYFS needs to be:
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Child-led
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Repetitive (to build mastery)
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Sensory-rich
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Open-ended
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Exploratory
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Inclusive for all developmental stages
Types of Early Years Outdoor Play
1. Sensory Play
Water, mud, sand, leaves, stones, logs, bark, clay.
2. Communication-Rich Play
Role-play areas, storytelling spots, puppets outdoors, small-world setups with natural materials.
3. Physical Development Play
Balancing logs, steps, scooting, negotiating slopes, building strength through lifting and carrying.
4. Investigative Play
Puddle observations, weather watching, bug hunts, cause-and-effect explorations.
5. Imaginative Play
Dens, potions, small-world scenes in nature, stick characters, outdoor kitchens.
4. Barriers to Outdoor Play — And How to Overcome Them
Common Barriers:
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Weather worries
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Lack of confidence
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Perceived workload
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Limited outdoor space
Solutions:
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Use simple routines and “grab and go” kits
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Add outdoor layers and weather expectations for children
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Start small: one session a day or week outdoors
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Use natural and upcycled materials instead of expensive equipment
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Plan fewer, richer activities outdoors — not more
Evidence: Rickinson et al. (2004) — small, low-risk outdoor experiences build long-term practitioner confidence.
5. The Muddy Puddle Teacher® Toolkit for Early Years
The Toolkit uses simple, natural and upcycled resources to make outdoor play easier, safer and more purposeful.
Toolkit Methods for Early Years
1. Bamboo Method
Perfect for shape play, building boundaries, simple measuring, and imaginative construction.
2. Rope Method
Safe boundaries, simple obstacle courses, investigation lines, teamwork tasks.
3. Clay Method
Supports fine motor skills, sensory needs, expression, storytelling, and 3D exploration.
4. Stick & Stone Method
Maths (sorting, counting), early phonics (letter shapes), pattern play, collecting, building.
5. Puddle Play Method
Weather investigations, descriptive language, science exploration, sensory discovery.
6. Loose Parts & Upcycled Method
Crates, tubes, fabric, tyres and pots for creative STEM play, construction and pretend play.
These methods work in tiny yards, large fields, concrete playgrounds, gardens or woodland.
6. Practical Early Years Outdoor Activity Ideas
Communication & Language
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Storytelling with natural objects
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Outdoor “sound hunts”
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Mud kitchens for rich vocabulary
Physical Development
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Balancing on logs
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Climbing small slopes or mounds
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Carrying, lifting and moving materials
Maths
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Counting leaves and stones
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Shape-making using bamboo
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Sorting sticks by size
Literacy
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Mark making with mud, water or sticks
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Letter shapes using rope or sticks
UW & Science
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Puddle predictions
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Bug hunts
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Seasonal changes and weather watching
PSED
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Turn-taking in den building
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Problem-solving in construction play
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Cooperative mud kitchen play
7. Why Natural & Upcycled Resources Support EYFS Learning
Supported by Nicholson’s Loose Parts Theory (1971), natural materials:
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Offer endless possibilities
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Encourage problem-solving
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Support sensory needs
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Promote creativity
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Reduce cost
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Encourage sustainability
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Provide open-ended learning
This aligns directly with the Muddy Puddle Teacher® approach.
8. Reflection Questions for Early Years Practitioners
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How do our current routines support outdoor learning?
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Which children benefit most from being outside?
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How could we use Muddy Puddle Teacher® methods this week?
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What natural or upcycled resources could we introduce immediately?
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How do children behave differently outdoors compared to indoors?
9. Next Steps for Staff
To deepen your EYFS outdoor learning practice:
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Complete The Muddy Puddle Teacher® Level 1–4 Programme
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Explore specialist SEND modules
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Access our free demonstrations on social media
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Join our community of over 500 trained schools
For training bookings:
info@themuddypuddleteacher.co.uk