Outdoor Play and Learning: Pol icy and Practice1

In an effort to help children meet life’s challenges, educators are responsible for preparing quality learn-ing arenas. The purpose of this article is to explore the potential of the school outdoor environment and, in doing so, describe the relationship among educa-tors ’ perceptions, education policy, and outdoor practice. There is a wide variety of ways in which children learn and play outside. Sommerset (2000) defines outdoor schooling as learning both about and in the community. The outdoors becomes a natural exten-sion of the indoor classroom. Children's outdoor experiences build on and serve to extend traditional indoor learning. Lieberman and Hoody (1998) be-lieve using the Environment as an Integrating Context (EIC) serves as "a framework for interdisciplinary, collaborative, student-centered, hands-on, and en-gaged learning " (p. 1). The advantages of EIC programs include "better performance on standardized measures of academic achievement in reading, writing, math, science, and social studies; reduced discipline and classroom management problems; increased engagement and enthusiasm for learning; and, greater grade and own-ership in accomplishments " (p. 1). Findings indicate when children engage in outdoor activities, there is a stronger knowledge base and empathic regard to-ward environmental issues. When engaged in out-door activities, students are more likely to protect the environment (Kenney, Militana, & Donohue, 2003). The literature clearly demonstrates the importance of outdoor play for children's cognitive, social-emotional, and physical development (Burriss &amp