Making sense of the sensory outdoors

Many practitioners introduce young people to sensory activities outdoors to encourage them to make a connection with the environment. This is an inclusive approach to engaging a group of children, which is low cost, utilises little equipment, does not require technical expertise and can take place in a local environment. However, in respect of pedagogy and learning, there are questions about its justification and meaning, and whether or not young people can derive a wider understanding of sensory deprivation and disability. Furthermore, through experiencing nature, do young people actively seek a relationship or connection with it? Educationalists following Montessori approaches promote sensory integration in young children by providing sensorial materials, usually in a ‘prepared’ indoor environment. More recently through such pedagogies, the potential of the outdoors for enabling sensory exploration has been recognised: ‘…the connection between child and nature is of critical importance’ (Noddings, 2017, p.45) and should be more inclusive. i.e. not only for children with sensory challenges.