Early Language Development in Nature

Summary

The leading partner, CŠOD - a public institution in Slovenia - supports schools in implementing outdoor education programmes. The main aim of the project was to explore and unlock the language-stimulating potential of the outdoor environment, focusing on developing language skills in children aged 3 to 7 through nature-based experiences. The project delivered four key intellectual outputs: an innovative generic model available in four languages, a theoretical handbook, a practical handbook, and a comprehensive training programme.

“When children are given the opportunity to move around in a natural environment, their curiosity is awakened, their imagination is stimulated, they use all their senses. In such circumstances, children are able to communicate intensively.”

Topic(s) addressed

• Language teaching and learning (pre-school and primary school)
• Social inclusion
• Pedagogy
• didactics

Target group(s)  

• 740 children
• pupils (aged 3-7)
• 40 teachers (pre-school, primary school)

Methodologies used

The project built on a previous initiative that explored the impact of natural settings on preschool children's language development. It expanded its scope to include both kindergarten and primary school systems, engaging children from diverse social backgrounds. Educational professionals were actively involved, and the project broadened its focus to encompass various natural environments beyond forests. The partners developed a comprehensive model to support implementation in different contexts, comprising tools, protocols, materials, and case studies. This model provides innovative opportunities for children to develop language and other foundational skills through outdoor learning.

Innovation environment

The project fostered innovation by integrating outdoor environments into early childhood education, challenging traditional classroom-based learning. It promoted creativity, inclusion, and collaboration among educators, children, kindergartens, schools, and the wider community. Participating institutions adopted new, innovative pedagogical practices, creating dynamic and inclusive learning environments.  

By using natural settings, the project minimised environmental impact and emphasised the educational value of nature. Transnational collaboration among academic, practical, governmental, and non-governmental organisations facilitated shared learning and strengthened the overall impact of the project.

Teachers’ role

Teachers co-created innovative methodologies and designed outdoor activities to support early language development. Through targeted training, they gained competencies in outdoor learning, which they then shared with peers, further amplifying the project’s impact. Their cross-disciplinary and cross-border collaboration fostered a culture of innovation both within and beyond their institutions. As key agents of change, they shaped the content, implemented new practices, and created learning environments that seamlessly integrated nature, inquiry, and collaboration.

Impact and output

The project demonstrated that spending time in nature and engaging in authentic experiences significantly enhances children's well-being, language development, and social and emotional growth. It promoted the use of richer vocabulary and fostered more meaningful, balanced interactions between children and adults, while also supporting equal opportunities for all learners.  

Teachers adopted more active roles, gaining greater awareness of effective strategies and environments for early language acquisition. Participating schools implemented innovative, inclusive practices that enriched the overall learning experience. The leading partner, CŠOD, is well positioned to disseminate and apply the project’s results in its work with primary and secondary school students, including those with special educational needs.

Learn more about the project