The Role of Landscape Elements in Outdoor Learning Environment Design to Facilitate STEAM Learning in Early Years

Learning in Early Years:

Abstract

Children learn from their surroundings during the early years, and a diverse natural environment inherently affords informal STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning behaviors. Engaging in STEAM activities helps young minds not only appreciate and understand their environment but also enhances curiosity, questioning, exploration, discussion, investigation, reflection, and the formation of ideas and theories. Postulating that an outdoor learning environment designed with appropriate landscape elements for children ages 3-5 is associated with increased occurrences of STEAM-related behaviors and learning activities, the study utilized a nature-based preschool in Texas as a case study to test the hypothesis. During recess, we videotaped the play and learning behaviors of 171 children in 18 different play settings with multiple cameras and coded the video data using MAXQDA software. The findings reveal that children engage in STEAM-related activities in settings that offer varied and flexible affordances, such as sand and water play areas, loose parts play, and places with diverse natural topography.