The document summarizes research on using outdoor spaces as a learning environment for primary school children in Bangladesh. It outlines the research problem of limited outdoor space being used for learning currently. The objective is to study the relationship between the outdoor environment/nature and children's learning. The conceptual framework examines this relationship through the built outdoor environment and children's cognitive and affective development. The research method will use a quasi-experimental design to compare learning outcomes between indoor and outdoor classrooms. The conclusion is that understanding the importance of outdoor learning can help guide future school design in Bangladesh.

1. Outdoor as Learning Environment for Children at a Primary School
of Bangladesh
Presented by
Matluba Khan
0409012014

2. KEYWORD DEFINITIONS
Outdoor as Learning Environment for Children at Primary
Schools of Bangladesh
Children refers to the school aged children living in Bangladesh i.e. from 7 to 11 years old.
Outdoor Environment refers to the spaces in the school premise excluding the school
building in the ownership of school authority.
Learning is only the acquisition at cognitive domain
(knowledge, comprehension, application, analysis, synthesis and evaluation) and
affective domain (receiving, responding, valuing, organizing and
conceptualizing, characterizing by value or value concept) (Bloom 1956)

3. Only HOME is The perimeter
the environment of the
(0-5 year) environment SCHOOL
gradually Second
increases - Home
the
school, the
peers, teache
rs, the way to
SCHOOL, the
play area….
Each educates and influences the child. In this plastic and
ever-changing shape the child enters school – the first
formal social institution that proposes to assist him in
becoming the person that he potentially can be.

4. PRESENT SCENARIO CONTENT
Source: Primary Education 2007 (DPE: 2008) Research Problem:
Present Scenario
Objective of the Research
Scope of the Research
Conceptual Framework
Research Question
Research Methods
Conclusion

5. PRESENT SCENARIO CONTENT
The average dropout rate was more than 10% in each grade
Research Problem:
except grade 5. (DPE: 2008)
Present Scenario
Objective of the Research
Scope of the Research
Conceptual Framework
Research Question
Research Methods
Conclusion

6. RESEARCH PROBLEM CONTENT
The School Attractiveness Programme: DPE Research Problem:
Present Scenario
Objective of the Research
Scope of the Research
Conceptual Framework
Research Question
Research Methods
Conclusion
Quality-Based Curriculum Implementation Programme by the
NCTB: aims at making the students' learning processes
easy, delightful and attractive through the practice of multiple
activities in the classrooms.

7. PRESENT SCENARIO
Primary School Quality Indicators: DPE, 2006

8. PRESENT SCENARIO CONTENT
Research Problem:
Present Scenario
Objective of the Research
Scope of the Research
Conceptual Framework
Learning Occurs only in Classroom!!
Research Question
Research Methods
Conclusion

9. RESEARCH PROBLEM
For more than 50 students a classroom of 507 sft (26’x19’6”) is in the Primary Schools of Bangladesh
whereas they require at least 1250 sft (@25 sft per pupil as per standard (Perkins L B. & Cocking W
D 1957, Design Referance Manual 2011 ). According to Texas Safety Standards 2006, the science
classroom should be 700 sqft and for only 22 children that is 45 sq ft per person.
This classroom is covered up with benches and there is no space for learning by multiple activities, or
any sort of experimentation or exploration for science classes.

10. CONTENT
•Places children are fond of – 1. Places full of activity, 2. Places where Research Problem:
interaction can take place, 3. Places with sufficient variety in the Present Scenario
environment, 4. Places with natural elements such as
grass, trees, gardens and parks and 5. Safe, intimate, enclosed and Objective of the Research
hidden places. (Andel V J, 1990) Scope of the Research
Conceptual Framework
•Australian school grounds have reduced children's opportunities for
creative and diverse play. The most serious of these include: the Research Question
reduction in the time for play or unregulated recreation during the
school day (lunch and other recess periods have been shortened and Research Methods
in some cases not provided at all) (Malone, K & Tranter, P. 2003)
Conclusion
•From a survey in 3 schools in Dhaka City, it is found that the most
favourite places of 100% students are outdoor. They come to school
as they can play in outdoor and meet with peers. (Field Survey, 2011
by Khan M)

11. RESEARCH PROBLEM CONTENT
Herman Gmeiner School
Students Interviewed: 10
Boy: 6
Girl: 4
Favourite Places
Places children like while raining
Places children don’t like

12. RESEARCH PROBLEM CONTENT
University Laboratory
School
Students Interviewed: 10
Boy: 5, Girl: 5
Favourite Places
Places children like while raining
Places children don’t like

13. RESEARCH PROBLEM CONTENT
St Joseph School
Students Interviewed: 10
Boy: 10
Favourite Places
Places children like while raining
Places children don’t like

14. RESEARCH PROBLEM
No proper
classroom
Then why not
outdoor?
Children
love to be
in outdoor

15. WHY OUTDOOR LEARNING? Literature Survey
Consequences References
Learning in outdoor
Promotion of questioning, exploratory stance of the child Malone, K & Tranter, P. 2003
Physical/motor skill development of the child Malone, K & Tranter, P. 2003
Cognitive competency of the child Huq, M N & Janan, M. 1999
Social development of the child Malone, K & Tranter, P. 2003
Creative development of the child The Early Years Foundation
Stage 2007
Environmental knowledge of the child Risotto & Tonucci 2002
Sense of ownership, pride and belonging in the child Malone, K & Tranter, P. 2003
Improvement of Academic Performance NEETF 2000
The capability to experience new challenges, assess risk and develop The Early Years Foundation
the skills to manage difficult situations Stage 2007
Communication of local community with children Moore,R & Wong, H. 1997
What school environments will look like in the future Adams, E 1993

16. WHY OUTDOOR LEARNING? Literature Survey
The capability Promotion of
to experience questioning, e
new xploratory
challenges stance
Improvement Physical/motor
of Academic skill
Performance development
Sense of Outdoor Learning Cognitive
ownership, pri
competency
de and
belonging
Communication Social
with local development
Environmental
community
knowledge

17. WHY OUTDOOR LEARNING? Literature Survey
Name of Spaces (Khan, M 2009) Types of Whether occurs
development in outdoor? Cognitive
development
Interactive Space √
Socio-Emotional
Passive Places √ development
Personalized Spaces √
Physical
Building as an Image of Culture and √ development
Tradition
Space for Playing √
Space for Exploration and √
Experiment
Active Spaces √
Space for Large Group Activities √
Space for Group Learning
Spaces having Connection with √
Nature
Rich-Stimulating Environment √

18. CHILDREN’S RIGHTS
CRC (Convention on the Right of the Child, UN, 1989)
Article 29 States the education of the child shall be directed to “the development of the child's
personality, talents and mental and physical abilities to their fullest potential” and “the
development of respect for the natural environment”.
Article 31 recognizes the right of children “to engage in play and recreational activities”
and Article 12 supports their right to participate in making decisions about “the things that
affect their lives”.
Bangladesh is one of the earliest of nations to sign the CRC

19. CHILDREN’S RIGHTS
National Plan of Action (NPA II) 2003-2015
All children enrolled in basic and primary education level institutions have access to
activities, which ensure a healthy learning and living environment for better life.
National Education Policy 2010
Knowledge of science shall be started from very early stage. The science teaching shall be
imparted making the students acquainted with nature, environment and surrounding
incidents in stead of making full with lots of information.
National Children Policy 2011
Article 6.13 Children’s participation and giving opinion
Children’s participation and opinion will be prioritized in all programmes regarding the
confirmation of children’s development in every institute related with children’s right and
development.

20. WHY DESIGNING OUTDOOR CLASSROOM?
The most successful developments are those which have been linked with curriculum
use.(Adams, E. 1993)
The ways in which children can learn- especially through play- is strongly influenced by the
nature, the design and the policies informing the use of schoolgrounds (Moore 1989; Titman
1994; Moore and Wong 1997)
Use of schoolgrounds: formal curriculum. Pupils at the Park
Primary School involved in aechaeological dig. Photo: Ron
Corso

21. WHY DESIGNING OUTDOOR CLASSROOM?
Large open spaces dedicated to physical activities did not have a proportional number of users and intensity of
use in relation to the distribution of children. (Adams, E. 1993)
After his study of 850 primary age children in 21 schools in South England, Harvey (1989, 10) noted that there
was evidence of “…higher general as well as specific botanical knowledge among students from schoolgrounds
characterized by more vegetation and more complex landscape features.”
Gillespie Primary School. A class of nine years olds worked
with their teacher and an artist to create painted markings
on the playground to extend the range of activities. Photo:
Adams

22. OBJECTIVE OF THE STUDY CONTENT
Research Problem:
Present Scenario
Objective of the Study
Scope of the Study
To identify the relationship between outdoor
Conceptual Framework
environment / nature and children’s learning
Research Question
Research Methods
Conclusion

23. SCOPE OF THE STUDY CONTENT
Research Problem:
Only physical outdoor environment in relationship with Present Scenario
children’s learning is researched here. Teacher-student
relationship, policy etc are not within the scope of the Objective of the Study
thesis because of time constraint and other issues. Scope of the Study
Conceptual Framework
Research Question
Research Methods
Conclusion

24. CONCEPTUAL FRAMEWORK CONTENT
Conceptual Level
Research Problem:
Child Present Scenario
Environment
Behavior
Objective of the Study
Scope of the Study
Operational Level
Conceptual Framework
Built Children’s
Environment: Research Question
Outdoor
learning:
class Science Research Methods
Conclusion
cognitive
affective domain
domain
receiving,
knowledge,
responding,
comprehension,
valuing,
application,
organizing and
analysis,
conceptualizing,
synthesis and
characterizing
evaluation

25. Demographic Pedagogical
Factors Factors
Environmental Children’s
Factors Learning
Psychological
Factors
Psychological factors neutralized (sample assignment)
Pedagogical factors neutralized (same class, teacher etc.)
Demographic factors neutralized (sample age group, sex, number of siblings etc.)
Four categories of factors that can influence children’s learning

26. RESEARCH QUESTION CONTENT
Research Problem:
Present Scenario
Objective of the Study
Scope of the Study
Is there any significant difference in learning Conceptual Framework
between indoor and outdoor classrooms?
Research Question
Research Methods
Conclusion

27. RESEARCH METHODS CONTENT
Research Problem:
Present Scenario
Research Strategy: Quasi-Experimental Research
Objective of the Study
Unit of Assignment: A school going child (age 7 – Scope of the Study
11 years) of Narsingdi Conceptual Framework
Research Question
Dependent Variable: The outcome of learning of
children. Research Methods
Conclusion

28. RESEARCH METHODS CONTENT
Independent Variables
Research Problem:
•Outdoor Environment
Present Scenario
Dependent Variables: Learning of Children
Objective of the Study
Cognitive Domain Affective Domain Scope of the Study
knowledge, receiving, Conceptual Framework
comprehension, responding,
Research Question
application, valuing,
analysis, organizing and conceptualizing, Research Methods
synthesis characterizing
Conclusion
evaluation
Unit of Assignment
•A child
Instrumentation
•Questionnaire

29. RESEARCH METHODS

30. RESEARCH METHODS SAMPLING STRATEGY
Convenient Sampling
Age range 7 – 11years. 1. According to Piaget’s theory of children’s Stages of Cognitive
Development, 7 – 11 years is the Concrete Operational Stage.
(Piaget, 1948)
2. In this stage children deal with concrete information that they
can perceive directly. Their mental operations work poorly when
applied to abstract ideas. So their learning is more effective
through the use of practical things. (Huq & Jahan, 1999).
Class IV children Random selection of students will be done

31. RESEARCH METHODS MEASUREMENT STRATEGY
Method Reference
1. Quality Test of children Technique previously used in EIC Based
learning research by State Education &
Environment Roundtable (based on the
report by Lieberman, Gerald A. and Linda
Hoody, 1998)
2. Questionnaire Survey Questionnaire of this research will be
developed from the paper entitled
“Children's Environmental Learning and
the Use, Design and Management of
Schoolgrounds” by Malone, K & Tranter,
P. (2003)

32. CLASS IV: SCIENCE

33. CLASS IV: SCIENCE

34. KANDAPARA GOVT PRIMARY SCHOOL, NARSINGDI

35. CONCLUSION CONTENT
Importance of outdoor in the learning process will be known Research Problem:
which in turn can guide future design of primary school of Present Scenario
Bangladesh.
Objective of the Study
Scope of the Study
Conceptual Framework
“The child shapes the environment and in turn shaped by it”
Research Question
Bjorklid, P. (1982)
Research Methods
Conclusion

36. REFERENCES
Malone, K & Tranter, P. (2003) “Children's Environmental Learning and the Use, Design and Management of Schoolgrounds”,
Children, Youth and Environments, 13(2)
Islam, Z. (2007) “Children and Urban Neighborhoods: Relationships between Outdoor Activities of Children and Neighborhood
Physical Characteristics in Dhaka, Bangladesh” Unpublished PhD Dissertation, North Carolina State University
Lieberman, Gerald A. and Linda Hoody, (1998). Closing the Achievement Gap: Using the Environment as an Integrating
Context for Learning. San Diego, Calif.: State Education and Environment Roundtable.
Bjorklid, P. (1982). “Children’s Outdoor Environment: A study of Children’s Outdoor Activities on Two Housing Estates from the
Perspective of Environmental and Development psychology” Stockholm Institute of Education.
DPE (2008): School Survey Report 2007
DPE (2006) : Baseline Report of PEDP II June 2006
Perkins, L. B. & Cocking, W. D. (1957): Schools, Reinhold Publishing Corporation, 49
Adams, E (1993) : “School’s Out! New Initiatives for British School Grounds” ,Children, Youth and Environments, 10(2)
Rissotto, Antonella and Francesco Tonucci (2002). “Freedom of Movement and Environmental Knowledge in Elementary
School Children” Journal of Environmental Psychology, Special Issue 27: 171-189

37. REFERENCES
Huq, M. N., Jahan, M. (1999), Shishur Gyan Bikasher Dhara: Piaget tatta (Children’s Cognitive Development: Piaget theory),
BanglaAcademy
National Environmental Education and Training Foundation (2000). Environment-Based Education: Creating High
Performance Schools and Students. Washington, D.C.: The National Environmental Education & Training Foundation.
Piaget, J. (1948) The Child’s Conception of Space
The Early Years Foundation Stage (2007). Effective Practice: Outdoor learning, page-02
Convention on the Rights of f theChild(1989) The United Nations
National Education Polidy 2010 (2010) Ministery of Education, The Governement of Peoples Republic of Bangladesh
Andel V.J. (1990), Places children Like, Dislike and Fear, Children’s Environments Quarterly, 7(4), 24-31
Texas Safety Standards (2006) at
http://www.austinschools.org/curriculum/science/resources/safety/documents/01_Introduction.pdf on 30th July 2011
Design Reference Manual, Design and Construction Services, The University of lowa on
http://www.facilities.uiowa.edu/pdc/designstandards/ClassroomDesignStandards.pdf on 30th July 2011
Bloom, 1956 at http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

38. Thank You