Nature-Based Childcare: Benefits of Learning Outdoors

For many parents, choosing childcare is not only about supervision or convenience. It is about finding a place where a child can feel safe, form strong relationships, build confidence and develop a genuine love of learning. That is why nature-based childcare has become so meaningful for families who want early learning to feel connected to real life, not confined to four walls.

Outdoor learning gives children the freedom to move, wonder, test ideas and use all their senses. A puddle becomes a science experiment. A stick becomes a tool, a bridge, a fishing rod or part of a story. A windy day becomes a lesson in cause and effect. For young children, these experiences are not “just play”. They are the foundations of thinking, communication, wellbeing and social development.

In Aotearoa New Zealand, this approach sits naturally alongside Te Whāriki, the early childhood curriculum, which values wellbeing, belonging, contribution, communication and exploration. When children learn outdoors, these strands often come together in visible, practical ways.

What is nature-based childcare?

Nature-based childcare is an early learning approach where the outdoor environment is treated as an important teacher. It may include gardens, trees, grassed spaces, mud, sand, water, natural loose parts, insects, changing weather, seasonal observations and open-ended outdoor play.

It does not mean children are left to roam without guidance. High-quality nature-based early learning is intentional. Qualified teachers observe children’s interests, support safe exploration, extend language, ask thoughtful questions and help children make sense of what they discover.

It also does not mean academics are ignored. In fact, outdoor play creates rich opportunities for early literacy, maths, science and problem-solving. Children count seed pods, compare leaf sizes, negotiate roles in imaginative play, describe textures, measure water, notice patterns and develop the self-control needed for group learning.

For families looking around Stillwater, Silverdale, Redvale, Dairy Flat and the wider North Shore, a rural or semi-rural early learning environment can offer something especially valuable: space to slow down, connect with nature and experience childhood in a calm, grounded way.

The developmental benefits of learning outdoors

Children are naturally wired to learn through movement, repetition and sensory experience. Outdoor environments support this beautifully because they are varied, unpredictable and full of possibilities.

The World Health Organization recommends that children aged 1 to 4 have at least 180 minutes of physical activity across the day, with more energetic play as children grow. Outdoor learning makes movement feel natural rather than scheduled. Children run, balance, squat, dig, climb, carry, crawl and stretch without needing a formal exercise session.

This kind of whole-body movement supports gross motor development, coordination, posture, strength and confidence. It can also help children regulate their energy. A child who has had time to move freely outside may find it easier to settle, listen, share and participate indoors.

Outdoor learning also strengthens sensory development. Grass, bark, mud, stones, leaves, water and wind all provide information through touch, sound, smell and sight. These sensory experiences help children understand their bodies and the world around them.

Area of development	What children experience outdoors	Why it matters
Physical development	Running, climbing, digging, balancing and carrying	Builds strength, coordination and body confidence
Language	Describing discoveries, asking questions and storytelling	Expands vocabulary and communication skills
Social skills	Sharing space, negotiating games and solving conflicts	Supports cooperation, empathy and turn-taking
Emotional wellbeing	Fresh air, movement, quiet observation and unhurried play	Helps with calm, confidence and self-regulation
Thinking skills	Testing ideas, comparing objects and noticing patterns	Encourages curiosity, reasoning and problem-solving
Environmental awareness	Caring for plants, insects and outdoor spaces	Builds respect for nature and responsibility

Outdoor play builds curiosity and early thinking skills

Young children learn best when they are active participants. Outdoors, there are endless prompts for inquiry. Why is this worm on the path after rain? What happens if we add more water to the sand? Why do some leaves float while others sink? Which branch is strong enough to hold our pretend shelter?

These questions form the beginning of scientific thinking. Children observe, predict, test, revise and try again. They also learn that there may be more than one answer. A natural environment rarely offers a single fixed outcome, which is exactly why it is so powerful for developing flexible thinking.

Open-ended materials are especially valuable. Unlike a toy with one intended use, a pine cone, stone, shell, leaf or stick can become almost anything. This encourages creativity and symbolic thinking, both of which are important for later literacy and problem-solving.

The American Academy of Pediatrics describes play as essential for healthy development, including social-emotional, cognitive, language and self-regulation skills. Nature-based play gives children a rich setting for exactly this kind of growth.

Nature-based childcare supports emotional resilience

Outdoor environments gently challenge children. A slope may be tricky to climb. A log may require careful balance. A garden project may take weeks before anything sprouts. These experiences teach patience, persistence and resilience in a way that feels meaningful to a child.

When children try something difficult and succeed, they build self-belief. When they do not succeed straight away, they learn to adapt. A teacher might say, “What could you try next?” or “How can we make that safer?” Over time, children begin to internalise this problem-solving approach.

Nature also offers moments of calm. Some children regulate through active play, while others need quiet spaces to watch clouds, collect leaves or sit near a garden. A well-designed outdoor programme recognises both needs. It gives children room to be energetic and room to be still.

This matters because emotional readiness is a major part of school readiness. Being able to manage frustration, ask for help, take turns, persist with a task and recover from disappointment is just as important as recognising letters or numbers.

Safe risk is different from danger

One of the most misunderstood parts of nature-based childcare is risk. Parents may wonder whether climbing, balancing, mud play or uneven ground are safe for young children. The answer depends on the quality of supervision and the way the environment is managed.

Healthy risk is age-appropriate, supervised and purposeful. It might involve climbing a low tree branch, walking along a log, carrying a bucket of water or using real garden tools with guidance. These experiences help children learn judgement. They begin to understand what their bodies can do, when to slow down and how to make safer choices.

Danger is different. A hazard is something a child cannot reasonably assess or manage, such as broken equipment, unsafe water access or poor supervision. Quality early learning centres reduce hazards while still allowing children to experience manageable challenge.

This balance is important. If every challenge is removed, children lose opportunities to develop awareness and confidence. If risks are unmanaged, children are not properly protected. Nature-based childcare works best when teachers know each child well and can support them at the right level.

Outdoor learning and school readiness

School preparation is sometimes misunderstood as sitting still with worksheets. In early childhood, the foundations for school are broader and deeper. Children need language, confidence, independence, curiosity, motor skills, social skills and the ability to manage routines.

Outdoor play supports all of these. A child building a hut with friends is practising planning, communication and cooperation. A child pouring water between containers is exploring volume and cause and effect. A child caring for seedlings is developing responsibility and patience. A child climbing, balancing or threading leaves is strengthening the body control needed for writing and classroom participation.

Executive function skills, such as working memory, flexible thinking and self-control, are also developed through rich play experiences. Harvard’s Center on the Developing Child explains that executive function and self-regulation are built through practice, relationships and supportive environments. Outdoor play gives children daily opportunities to plan, remember rules, adjust to others and manage impulses.

This is why nature-based childcare can be a strong pathway into school, not a distraction from it.

What parents can look for in a nature-based childcare centre

If you are visiting an early learning centre and want to understand its outdoor approach, look beyond the size of the playground. The quality of outdoor learning depends on how the space is used, how teachers interact with children and whether nature is part of the centre’s everyday rhythm.

Useful signs to look for include:

• Children have regular access to outdoor play, not only short breaks.

• Teachers talk with children about what they notice, wonder and create.

• The environment includes natural materials, plants or open-ended play spaces.

• Children are allowed to get physically active, messy and curious in safe ways.

• Outdoor learning is adapted for different ages and stages.

• Families are welcomed into conversations about clothing, weather, routines and comfort levels.

It is also worth asking how the centre supports younger and older children differently. Babies and toddlers need nurturing, responsive care and safe sensory exploration. Preschoolers may be ready for more complex social play, physical challenge and school preparation. Age-appropriate spaces and teaching practices help each child feel secure while continuing to grow.

How families can support outdoor learning at home

You do not need a large backyard or expensive equipment to support nature-based learning. Children often learn most from simple, repeated experiences. A walk after rain, a pot of herbs, a beach shell collection, a bug hunt or time watching birds can all become meaningful learning moments.

Try asking open questions rather than giving quick answers. “What do you notice?” “Why do you think that happened?” “How could we find out?” These prompts encourage thinking and language without turning play into a lesson.

Clothing also makes a difference. Gumboots, warm layers, sunhats and spare clothes help children participate fully without worrying too much about mess. In New Zealand’s changing weather, being prepared allows outdoor learning to continue across seasons.

Most importantly, show that nature is worth noticing. Children copy adult attention. When a parent pauses to admire a spiderweb, smell rosemary, listen to rain or care for a plant, they teach that the natural world matters.

Why setting matters in early childhood

The environment around a childcare centre shapes the pace and feel of the day. A calm, natural setting can help children feel grounded. Space, fresh air and access to outdoor exploration can support the kind of unhurried play young children need.

At Aubrey Early Learning Centre, the focus on play-based learning, nurturing care and nature-based outdoor play reflects what many families value in early childhood: a safe place where children are known, supported and encouraged to explore. As a boutique 50-child centre in a rural setting near Stillwater, Aubrey offers age-specific rooms, qualified early childhood teachers and a family-focused approach to early learning.

For parents comparing options, the question is not simply “Does this centre have outdoor space?” A better question is, “How does this centre use the outdoors to support my child’s wellbeing, confidence and learning?”

Frequently Asked Questions

What is nature-based childcare? Nature-based childcare is early childhood education that uses outdoor environments, natural materials and hands-on exploration as part of everyday learning. It is guided by teachers and supports physical, social, emotional and cognitive development.

Is outdoor learning suitable for toddlers? Yes, when it is age-appropriate and well supervised. Toddlers benefit from sensory play, movement, fresh air and safe exploration. The key is a nurturing environment with teachers who understand each child’s stage of development.

Does nature-based childcare help with school readiness? Yes. Outdoor play supports language, independence, problem-solving, self-regulation, physical confidence and social skills. These are all important foundations for a positive transition to school.

What should my child wear for outdoor childcare? Comfortable clothes that can handle movement and mess are best. Depending on the season, this may include gumboots, a raincoat, warm layers, a sunhat and spare clothing.

Is risky play part of nature-based learning? Managed risk can be part of healthy development. Activities like balancing, climbing low structures or using natural materials help children develop judgement and confidence when teachers provide appropriate supervision and boundaries.

Looking for nature-based childcare near Stillwater?

If you are exploring early learning options for your child, consider how the environment, teaching approach and relationships will support their whole development. Outdoor learning can help children grow into confident, curious and capable learners.

You can learn more about Aubrey’s nurturing, play-based early learning environment and make an enrolment enquiry through Aubrey Early Learning Centre. Families can also ask about age-specific care, school preparation and available ECE subsidy support during the enrolment process.