From Plans to Puddles: Learning to Teach Through Play and Place

When I first began leading a Forest and Nature School program (in 2008), I brought experience from working with young children in licensed early years settings. But my approach outdoors was still rooted in traditional outdoor education models—ones designed for older children, youth, and even adults based on the experiential learning model.

I had a vision: help young children build a connection to nature. So I planned guided hikes, pulled engaging activities from outdoor education resources, and tried to share as much nature knowledge as I could.

It looked good on paper. The children came. Parents were happy. But something essential was missing.

Each day, we followed the same routine—walk the trail, explore a bit, lead an activity, move on. The children participated, but only for short bursts. These were toddlers and preschoolers, and (not surprisingly) they weren’t connecting with my structured, adult-driven plan. That’s when I realized I had to change my approach.

Listening to the Land—and the Learners

Rather than leading, I began to slow down and observe. I listened more closely to the children and the land we were exploring together. I started to let their questions, discoveries, and curiosities guide our days.

Our Forest and Nature School transformed.

Instead of focusing on outcomes, I shifted to shared moments of wonder:

“What’s that sound over there? Let’s listen together.”

“You noticed buckets on the trees—what do you think is happening?”

“Where do you think that puddle came from?”

I still had a plan, but as one colleague once beautifully said, “We had a plan, but we were in no rush to get there.”

The more I let go, the more the children leaned in. They led us to their favorite spots, asked deep questions, and created imaginative worlds through play. Learning started to stretch beyond one hike or activity—it spread across days, weeks, and seasons.

Outdoor Play as Powerful Learning

One child, after spending nearly a year with us, noticed the stream changed with the seasons. That simple observation led to rich, meaningful questions:

• Where does the water go?
  
  

• What makes it freeze?
  
  

• Could something be blocking it?
  
  

From this came genuine inquiries into water cycles, erosion, and seasonal changes—learning that grew from play and through curiosity.

What I came to understand is that authentic play-based learning in nature doesn’t always look like traditional “lessons.” It often begins with stillness, slowness, and space. When children enter a state of “flow”—fully focused, engaged, and at ease—they’re not just playing. They’re problem-solving, observing, imagining, and making sense of the world.

For Educators: An Invitation to Slow Down

This experience changed my teaching practice. I began offering fewer answers and asking more questions. I held space for shared wonder, rather than rushing toward outcomes. And in doing so, I discovered something powerful: Children will show us the way—if we’re willing to follow.

So here’s my gentle invitation to fellow educators:
Let go a little. Watch. Listen. Let nature and play guide the day.
You might be surprised by the depth of learning—and joy—that unfolds.

 

 

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Want to learn more about play-based outdoor learning?
Let’s keep the conversation going. Share your own stories, questions, and reflections in the comments below.

 

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Original Source: Power, M. (2024). Playing with Play: Considerations for Embedding Outdoor Play-Based Learning into the Early Years. Trent University.