What Is Understanding the World Outdoors?
Understanding the World outdoors means helping young children make sense of people, places, communities, nature, materials, seasons and the world around them through real outdoor experiences.
The outdoors is one of the richest places to develop this area of learning.
Children can observe changes in weather, notice plants growing, discover insects, explore shadows, investigate water, visit local places, follow routes, compare environments and talk about the people who make up their community.
Rather than only showing children pictures of the world, outdoor learning allows them to experience it directly.
A child does not need a worksheet about autumn when they can collect leaves, notice temperature changes and watch trees change colour.
They do not need a diagram of a puddle when they can investigate one.
They do not need to learn about their local environment only through photographs when they can walk through it.
For Understanding the World, the outdoors can become the curriculum.
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Why Is Outdoor Learning Important for Understanding the World?
Young children learn best when ideas are connected to real experiences.
The outdoors provides constant change.
Weather changes, seasons change, plants grow, shadows move, insects appear, puddles dry and natural materials behave differently depending on conditions.
These everyday experiences introduce young children to early scientific and geographical thinking.
Children begin to notice patterns.
They ask questions.
They make predictions.
They compare what they see.
They begin to understand cause and effect.
They also learn that they are part of a wider community and environment.
What Does Understanding the World Include in EYFS?
Understanding the World can broadly include children learning about past and present, people, culture and communities, and the natural world.
Outdoor learning can support each of these areas.
Children can explore their local community, notice buildings, talk about family histories, visit significant places, investigate nature and begin to understand similarities and differences between environments.
Outdoor experiences make these ideas concrete.
The Natural World Outdoors
The natural world is perhaps the most obvious part of Understanding the World to explore outside.
Children can investigate plants, animals, insects, weather, water, soil, stones, trees and seasonal change.
Simple experiences can create powerful learning.
Look underneath a log.
Watch a snail move.
Plant a seed.
Collect rainwater.
Compare leaves.
Watch shadows throughout the day.
Notice frost melting.
Listen for birds.
Investigate what happens to mud when water is added.
Children begin developing scientific understanding through observation and curiosity.
EYFS Nature Activities Outdoors
Nature activities do not need elaborate preparation.
Try leaf collecting, bark rubbing, bug hunting, cloud watching, bird spotting, growing seeds, collecting natural objects, creating nature pictures, comparing stones, investigating puddles, looking for signs of seasonal change, listening for natural sounds, watching worms, making mini habitats, exploring soil.
The best nature activities often begin with:
“What can you notice?”
rather than:
“Can you complete this task?”
Teaching Seasons Outdoors
Children can learn about seasons by experiencing them.
Autumn might involve falling leaves, changing colours, cooler weather and seeds.
Winter might bring frost, ice, bare trees and shorter days.
Spring might bring buds, blossom, insects and new growth.
Summer may bring warmer temperatures, longer days and different plants.
Return to the same tree, plant or area throughout the year.
Photograph it.
Talk about what has changed.
Children begin to understand that seasons are patterns that happen over time.
Weather Activities for EYFS
Weather is a perfect outdoor topic.
Children can investigate rain, wind, sunlight, clouds, frost and temperature.
Try collecting rain, measuring puddles, watching wind move fabric, making simple wind streamers, investigating shadows, comparing wet and dry materials, observing clouds and talking about appropriate clothing.
Rather than telling children what weather looks like, let them experience it.
Water Investigation Outdoors
Water provides endless opportunities for Understanding the World.
Children can pour, transport, channel, splash, measure and investigate.
They can explore what floats and sinks.
They can investigate how water moves down slopes.
They can compare absorbent and waterproof materials.
They can watch puddles disappear.
They can observe rainwater being collected.
Simple water play often contains significant early scientific thinking.
Mud Play and Early Science
Mud is an excellent learning material.
Children can mix soil and water, compare textures, make mixtures and observe how materials change.
They might discover that adding more water makes mud runnier.
They may notice that dry soil behaves differently from wet soil.
Mud play supports experimentation, prediction and cause-and-effect thinking.
It is science before children even know they are doing science.
Growing and Gardening in EYFS
Growing plants helps children understand living things.
Children can plant seeds, water them, observe changes and talk about what plants need to survive.
They can grow flowers, herbs, vegetables or simple plants in pots.
Even a very small setting can create opportunities for growing.
Children can measure plants, photograph changes and compare what happens in different conditions.
Growing also provides opportunities to talk about food, sustainability and caring for living things.
Minibeasts and Insects Outdoors
Young children are naturally fascinated by insects.
A small outdoor space can provide opportunities to discover worms, snails, spiders, ants, beetles and other creatures.
Provide magnifying glasses.
Look carefully.
Encourage children to observe without harming.
Talk about where creatures live and what they might need.
Children begin to understand habitats, living things and responsibility.
Looking After Living Things
Understanding the World includes developing respect for the natural environment.
Children can learn that living things should be treated carefully.
They can water plants, help create habitats, avoid damaging insects and talk about litter.
Rather than teaching environmental responsibility only through adult explanations, allow children to participate.
Pick up litter.
Feed birds appropriately.
Plant flowers.
Create a bug area.
Care for a garden.
These experiences help environmental responsibility become meaningful.
Sustainability in Understanding the World
Outdoor learning provides a natural opportunity to introduce sustainability.
Children can begin to understand that resources should be used carefully.
They can reuse cardboard and containers.
They can compost.
They can grow food.
They can notice waste.
They can talk about where materials come from.
Keep sustainability simple and practical.
Young children do not need complex explanations about climate change.
They can begin with:
We look after the places where we live.
People and Communities Outdoors
Understanding the World is not only about nature.
The local environment can help children learn about people and communities.
Take short walks around the setting.
Notice shops, houses, roads, schools, parks, places of worship, libraries and community buildings.
Talk about who uses these places.
Notice people doing different jobs.
Children begin to understand that they are part of a wider community.
Nature Activities for Early Years – Minibeasts & their habitats
People Who Help Us Outdoors
The popular early years topic People Who Help Us can become much more meaningful when children explore their local environment.
Look for postal workers, delivery drivers, road workers, police officers, gardeners, shop staff, refuse collectors and other workers.
Notice signs, vehicles and buildings.
Outdoor role play can extend this learning.
Bikes can become delivery vehicles.
Cardboard boxes can become parcels.
Chalk can create roads.
Children can begin to understand jobs through real-world play.
Exploring the Local Area
Local walks are powerful learning experiences.
You do not need to travel far.
Walk around the school or nursery.
Explore the street.
Visit a nearby park.
Look at different houses.
Notice road signs.
Listen for sounds.
Compare old and new buildings.
Look at what people are doing.
Children develop geographical knowledge by understanding the place where they live first.
Maps and Routes Outdoors
Early map skills can begin through play.
Children can follow simple routes.
Draw chalk maps.
Create treasure maps.
Build roads using loose parts.
Follow arrows.
Talk about where places are located.
Adults can introduce positional language such as beside, behind, in front, near, far, between and opposite.
Later, children can compare their own maps with simple real maps.
Past and Present Outdoors
The outdoor environment can also support early history.
Children can look at old and new buildings.
Compare photographs of the setting from the past.
Visit local landmarks.
Talk about how playgrounds, houses, transport and streets have changed.
Ask family members or older community members about what the area used to be like.
History becomes easier to understand when children can connect it to real places.
Transport Outdoors
Transport is a popular EYFS topic and works particularly well outside.
Children can observe vehicles, create roads, ride bikes, investigate wheels and compare different forms of transport.
They can talk about buses, trains, cars, bicycles, emergency vehicles and delivery vehicles.
Use large-scale play.
Chalk roads onto the playground.
Create a petrol station.
Make a delivery route.
Build a bus from cardboard boxes.
Transport naturally links Understanding the World with physical development, mathematics and imaginative play.
Homes and Buildings
Children can explore different types of homes and buildings through the local environment.
Look at houses, flats, shops, schools and other buildings.
Notice windows, doors, roofs and materials.
Build houses from crates, sticks and cardboard.
Talk about where children live.
Avoid presenting one type of family or home as the norm.
Children’s experiences will be different.
Understanding Different Cultures and Communities
Children can begin learning about different cultures through authentic experiences, stories, visitors, food, music, celebrations and conversations.
Outdoor learning can support this through community walks, local events and real experiences.
Avoid turning cultures into themed craft activities.
Focus instead on helping children understand real people, places, families and traditions respectfully.
Outdoor Science in EYFS
Science in EYFS begins with curiosity.
Children ask:
Why?
What happens if?
Where did that go?
Why is this wet?
Why did the ice disappear?
Why is the shadow moving?
Adults do not always need to give the answer.
Encourage investigation.
Try saying:
“What do you think?”
“How could we find out?”
“What did you notice?”
This develops scientific thinking.
Simple Outdoor Science Ideas
Try floating and sinking, rolling objects down slopes, shadow investigations, growing seeds, ice melting, water channels, wind investigations, collecting rain, comparing natural materials, mud mixing, bug hunting, plant observations, colour changes in leaves.
Keep the experience practical.
Young children learn science by doing science.
Forces Outdoors
Children experience forces constantly during outdoor play.
They push bikes.
Pull wagons.
Roll balls.
Move water.
Drop objects.
Build ramps.
Balance planks.
Adults can introduce simple language such as push, pull, fast, slow, heavy, light, roll and slide.
You do not need a formal science lesson.
The concepts already exist within children’s play.
Light and Shadows Outdoors
Sunlight creates excellent opportunities for investigation.
Children can trace shadows.
Compare their size at different times.
Make shadow shapes.
Notice shady and sunny areas.
Explore translucent and opaque materials.
Return later and see what has changed.
These experiences help children begin understanding light through direct observation.
Materials Outdoors
Outdoor provision allows children to investigate real materials.
Wood, stone, metal, fabric, cardboard, plastic, water, mud and natural materials all behave differently.
Children can compare weight, texture, strength and flexibility.
Ask questions such as:
Which material bends?
Which absorbs water?
Which feels rough?
Which is strongest?
Which would be best for building?
Again, the learning can remain playful.
Understanding the World Through Loose Parts
Loose parts can support scientific and geographical thinking.
Stones can be compared.
Sticks can be measured.
Crates can become buildings.
Fabric can represent rivers.
Wooden pieces can create maps.
Natural materials can become habitats.
Because loose parts have no fixed outcome, children can use them to represent their own understanding of the world.
Explore: Loose Parts Play EYFS: The Complete Guide
Understanding the World Through Outdoor Play
Child-led outdoor play provides countless opportunities for UW learning.
A child digging in mud may discover roots.
A child collecting leaves may begin comparing colour and size.
A group creating roads may explore maps and transport.
Children investigating puddles may discover evaporation.
Adults need to recognise the learning already happening.
[Internal link: Outdoor Play EYFS: The Complete Guide]
Understanding the World for Babies and Toddlers
Babies and toddlers begin learning about the world through their senses.
They experience light, sound, movement, texture and temperature.
Outdoor experiences might include watching leaves move, listening to birds, touching grass, exploring water, watching shadows and experiencing different weather.
Toddlers can begin collecting, transporting, filling, emptying and comparing.
Understanding the World begins long before formal science or geography.
Browse the Outdoor Baby Resources.
Understanding the World in Nursery
Nursery children can begin asking increasingly complex questions.
They may become fascinated by insects, vehicles, weather or growing.
Follow these interests.
Provide magnifying glasses.
Take photographs.
Find appropriate books.
Visit real places.
Allow children to investigate.
The adult role is to help children’s curiosity grow.
Explore the Nursery Outdoor Hub.
Understanding the World in Reception
Reception children can begin developing increasingly detailed knowledge.
They can observe and describe seasonal change.
Compare environments.
Draw simple maps.
Talk about past and present.
Investigate materials.
Grow plants.
Explore local communities.
Use books and digital resources where appropriate to extend first-hand experiences.
Whenever possible, begin with something children can experience directly.
Discover the Reception Outdoor Hub.
Understanding the World and SEND
Outdoor Understanding the World activities can work extremely well for children with SEND, but experiences should be adapted.
Some children may enjoy repeated exploration of water, sand or natural materials.
Others may dislike particular textures or unpredictable weather.
Use visual supports, predictable routines, reduced sensory input and appropriate communication methods where needed.
Do not assume every child needs to participate in exactly the same way.
Start with the child.
Start downloading and head to the Outdoor SEND Hub.
A Stripped-Back Approach to Understanding the World
You do not need twenty themed activities.
You need meaningful experiences.
Instead of buying a plastic insect set, look for real insects.
Instead of an autumn worksheet, walk outside.
Instead of a weather video, experience the weather.
Instead of a printed map activity, make a route around the playground.
Instead of creating an adult-made display about plants, grow something.
Real experiences are often simpler, cheaper and more powerful.
Understanding the World in a Small Outdoor Space
A small outdoor space can still provide rich UW experiences.
Grow plants in pots.
Collect rainwater.
Watch shadows.
Observe birds.
Investigate materials.
Explore ice.
Use magnifying glasses.
Create maps.
Observe seasonal change.
Walk around the local community.
The world does not stop at the nursery gate.
Planning Understanding the World Outdoors
Begin with the concept you want children to understand.
Then ask whether a real outdoor experience could support it.
What can children see?
What can they touch?
What can they investigate?
What might change?
What questions could arise?
Do not over-plan the outcome.
Outdoor learning often creates unexpected discoveries.
Leave room for them.
The Adult’s Role in UW Outdoors
Adults can help children notice.
Instead of constantly giving information, encourage children to observe.
Try:
“I noticed something has changed.”
“That wasn’t there yesterday.”
“What do you think happened?”
“How could we find out?”
“These two leaves look different.”
Comments and open-ended questions encourage deeper thinking.
Common Mistakes When Teaching Understanding the World
Relying Too Heavily on Worksheets
Young children need first-hand experiences.
Use worksheets sparingly.
Giving Children the Answer Too Quickly
Allow children to think, predict and test ideas.
Creating Adult-Led Crafts Instead of Investigation
Making identical paper insects does not teach children as much about insects as observing a real one.
Buying Too Many Themed Resources
The real environment often provides better resources.
Thinking UW Means Only Nature
Understanding the World also includes people, communities, places and past and present.
Frequently Asked Questions About Understanding the World Outdoors
What is Understanding the World in EYFS?
Understanding the World is an EYFS area of learning that helps children understand people, communities, the past and present and the natural world.
How can I teach Understanding the World outdoors?
Use real experiences such as nature exploration, local walks, growing plants, weather investigations, maps, water play, seasonal observations and community visits.
What are good UW activities for EYFS?
Good ideas include bug hunts, planting, puddle investigations, local walks, maps, transport play, growing food, shadow investigations, water play and exploring natural materials.
Does Understanding the World include science?
Yes. Early scientific thinking forms an important part of children’s understanding of the natural world.
Does Understanding the World include geography?
Yes. Children begin developing geographical understanding through places, communities, maps, environments and the local area.
Does Understanding the World include history?
Yes. Children begin developing understanding of past and present through their own lives, families, stories and local environments.
Can Understanding the World be child-led?
Absolutely. Many powerful UW learning experiences begin with children’s own curiosity.
Do I need special resources?
No. Your outdoor space, local community and natural environment can provide many of the best resources.
Take Understanding the World Outside
Understanding the World does not need to begin with a topic display.
It can begin with a puddle.
A worm.
A seed.
A shadow.
A building.
A bus.
A walk around the neighbourhood.
A question.
The outdoors gives children something real to investigate.
Give them time to notice.
Give them opportunities to explore.
Encourage questions.
Allow them to make predictions.
Help them find answers.
Because one of the best ways for children to understand their world is simply to experience more of it.
Explore More EYFS Outdoor Learning
Discover our Outdoor Play EYFS Guide, Early Years Outdoor Learning Guide, Loose Parts Play EYFS Guide and sustainable early years ideas, or sign up for the free Muddy Puddle Teacher® weekly magazine for practical screen-free activities and outdoor learning inspiration. Take a 60-day free trial and download thousands of outdoor play resources now.
