WEBVTT Kind: captions; Language: en

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[♫ theme music playing ♫]

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Usually before lunch, as well as 
before going home in the afternoon,

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the ECEC personnel take the children
outside for at least an hour.

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Being outside getting fresh air, getting
oxygen flow to the brain, and the heart rate

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up from running, climbing and jumping will
get the children ready to eat a healthy lunch

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and for their daily nap time rest
feeling relaxed and refreshed.

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Outdoor time includes organised pedagogical
activities such as rope skipping or playing

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tag or different exercises such as
cross-country skiing or football.

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Most often the children just go
outside, slide, climb cycle, swing, play

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with sand, water, or snow,
and have fun with their peers.

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Being outdoors helps us humans
to be both active and to unwind.

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Outdoor environments provide children
natural places for directing their energy

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the playing and learning with an
appropriate level of challenge.

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During the time spent outdoors
children can engage themselves in diverse

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learning experiences which help them
to develop their motor, cognitive and

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social skills in versatile
and motivating ways.

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Simultaneously, their relationship
with nature is enhanced, which

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is essential from the
perspective of sustainability.

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[♫ music ♫]

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Children have their
right to play outdoors.

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Researchers have found out that outdoor
play increases healthy development.

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During outdoor activities
children experience freedom and have

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contact with natural elements,
which can be understood of being

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important parts of
relationship with nature.

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Positive outdoor and nature
experiences gained in childhood foster

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pro-environmental behaviour in
adulthood and are thus an important

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factor in education
for sustainable living.

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(Narrator:) Nature,
particularly the forest, is an

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important early education environment.

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In Finland, many early education
units have a forest nearby.

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When in nature, children get the
chance to play and learn various

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skills, and of course,
learn about the environment.

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Being in nature helps future
generations develop an important

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bond with the natural environment.

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Studies show that experience in nature
reduces stress, helps focus, improves

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mood, supports self-awareness, and
increases children's attention spans,

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as well as their psychological
and physical well-being.

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By observing animals, seasonal changes,
water flowing, the shapes of light and shadow

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and listening to the birds singing and rain
falling allows children to learn various

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things about their surroundings
and the world around us.

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Engagement in learning in terms of attention,
enjoyment and intrinsic motivation are better,

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when children can learn outside
instead of inner classroom environment.

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Outdoor environments abstract children
to explore the surrounding nature.

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They may explore nature and its
magnificent diversity with their own hands

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in the soil wandering about
plants, trees, and rocks.

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It is also important to learn to 
appreciate not only the natural environment,

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but also the man-made environment 
such as parks, statues, and buildings.

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By exploring the build environment and
architecture, children also learn spatial thinking

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skills as they consider geometrical shapes
and sizes of different buildings as well as

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learn space style concepts such
as, near, far, behind and under.

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These in turn enhance
mathematical and language learning.

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The interests of children are essential
to understanding when ECEC teachers

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plan exploratory activities
and steam education.

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[♫ music ♫]

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(Narrator:) Challenging oneself by climbing or

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building a sandcastle may
result in feelings of success by exceeding

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a child's own personal limits, a process
in which trial and error are important.

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The time spent outdoors enhances the
opportunities for physical activity.

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The World Health Organisation's global 
guidelines for daily physical activity suggests,

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that infants should have at least 30
minutes of physical activity each day and

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one- to two-year-olds
at least 180 minutes.

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When it comes to three- to four-year-olds,
they should have at least 180 minutes

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of physical activity, of which 60
minutes should be moderate or vigorous.

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Children over 5 should have
at least 60 minutes of moderate

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or vigorous activities every day.

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It is easy to understand that
different outdoor spaces and nature

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offer a range of possibilities
for physical activity.

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Therefore, outdoor activities
are included in the Finnish

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early education schedule twice a day.

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In Finnish ECEC centres close
attention is paid to physical

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activity, its diversity and amount.

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This is probably supported by the fact,
that the global guidelines for daily physical

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activity as well as different physical
activity projects have increased awareness

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of the importance of physical
activity among ECEC personnel.

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This is an important fact, as
studies suggest opportunities

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for children's outdoor
play are decreasing.

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In general, physically active outdoor play
has been replaced by sedentary activities

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like watching television and
using digital technologies.

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In some areas urban changes also
limit children activity in their

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environments emphasising the
importance of physical activity during

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the day in ECEC or pre-primary education.

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(Narrator:) We go outside whatever
the weather is, so it is important

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that children wear weather
appropriate clothes.

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It is important for clothing
to be the right size and

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provide opportunities for active movement.

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[♫ music ♫]

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The connection between indoor and outdoor 
spaces in ECEC and pre-primary education

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must be smooth and safe, as there are many
transitions between the spaces during the day.

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Child groups move between
the spaces at different times.

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Outdoor spaces must also reflect
our educational values and

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holistic vision of the child and learning.

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With space solutions we can either
prevent or promote children, agency, social

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relationships, active
participation, and physical activity.

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(Narrator:) Areas nearby the ECEC Centre
such as parks, theatres, libraries, and museums

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are important learning environments in
Finnish early education and pedagogy.

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These are visited regularly
and usually accessed by foot.

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The recommended area of the playground
varies from 15 to 20 square metres per child.

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In a built urban environment, the
goal can be difficult to achieve.

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Playgrounds should be placed in a
warm and sunny location but should

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provide shade from
large trees and canopies.

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Outdoor areas at the ECEC centre
are carefully designed for safety and

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for providing opportunities
for stimulating activities.

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The outdoor area must be fenced
and protected from traffic noise.

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The area should have equipment
suitable for children of different ages,

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such as a sandbox, a swing,
and a place for climbing.

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The outdoor areas are also structured for
sports games taking advantage of differences

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in the level of the terrain, various 
natural forms, and vegetation.

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[♫ music ♫]

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 Captions: Ääni Company - Sanelius Services
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