It was a crisp March day outside Blaydon Public School when teachers discovered that 4-year-old Alex Wong could spell his name.
There were no pencils or paper in sight. Everyone was bundled in winter jackets. Alex, who has autism, was in the outdoor classroom where his special-needs class played and explored for at least an hour every day, alongside 25 kids from the mainstream kindergarten class.
Teacher Sue Cooper noticed Alex march over to a pile of wood, put three sticks in a small wheelbarrow and push it to a spot on the pavement. One by one, he placed the sticks on the ground, forming the letter A. He made three more trips and came back with sticks to make three more letters, which he placed in a row: L, E and X.
Cooper’s jaw dropped. The teachers ran for a camera.
Alex is non-verbal and for a long time, his only interactions had been to throw things or hit. But in the fresh air, day after day, something started to change. Over several months Alex had watched the other children making structures. And that March morning, he was ready to take his turn.
The teachers say his is one example of how daily outdoor time is changing the way their young students — including those autism and other special needs — learn and behave.
“I’ve never see them come around like this, doing things I didn’t know they were capable of,” says Cooper, a special-education teacher for 20 years.
The article goes on to explain that there is a growing “outdoor classroom” movement (I’d dub it the movement movement) in Canada, for which I salute that country! Read the rest of the article here. View the inspiring 90-second video here. And, of course, kick your kids outside while you’re doing this! – L.
An old idea makes sense anew.