Volume 14, Issue 1, 2026

Effectiveness of Outdoor Learning Environments on the Enhancement of Creativity and Imagination in Early Learners

Akeredolu Olukemi O

Abstract

Creativity and imagination are critical cognitive capacities that support holistic
development and lifelong learning in early childhood. However, early
childhood education in Nigeria has largely emphasized formal, classroom
based instruction, often at the expense of experiential and play-based learning.
This paper examines the effectiveness of outdoor learning in fostering
creativity and imagination among early childhood learners. Through a review
of
literature and theoretical perspectives, it highlights how natural
environments provide rich stimuli for exploration, problem-solving, and
imaginative play. The discussion underscores the unique cultural and
contextual considerations in Nigeria. The paper reviews relevant literature and
discusses empirical and evidence on learning outcomes. Findings from
reviewed studies suggest that outdoor learning environments significantly
enhance imaginative play, divergent thinking, learner engagement, and
creative expression. Despite these benefits, challenges such as inadequate
infrastructure, safety concerns, and limited teacher training hinder effective
implementation. The paper concludes that integrating outdoor learning into
early childhood education in Nigeria can promote creativity and imagination
while aligning formal education with culturally relevant practices. Findings
from reviewed studies reveal that while outdoor play significantly enhances
creativity and holistic development, inadequate facilities, teacher preparation,
and safety concerns limit its full application. The study concludes that
integrating outdoor learning into Nigeria's early childhood education
curriculum and teacher training programs offers a cost-effective pathway to
nurturing
children's
creativity
and imaginative capacity. Thus,
recommendations are offered for curriculum reform, teacher professional
development, and policy support.

Keywords

Outdoor learning, creativity, imagination, early childhood education

Full Text

Download

References

Adeyemi, B. A. (2020). Early childhood education
practices in Nigeria. Spectrum Books.
Akinwale, A. A. (2017). Play-based learning and
creativity
development
in
Nigerian
preschool children. African Journal of
Educational Studies, 10(2), 45–58.
Bronfenbrenner, U. (1979). The ecology of human
development: Experiments by nature and
design. Harvard University Press.
Creswell, J. W. (2014). Research design:
Qualitative,
quantitative,
and
mixed
methods approaches (4th ed.). SAGE
Publications.
Fjørtoft, I. (2004). Landscape as playscape: The
effects
of
natural
environments on
children’s play and motor development.
Children, Youth and Environments, 14(2),
21–44.
Fjørtoft, I., & Sageie, J. (2000). The natural
environment as a playground for children:
Landscape description and analyses of a
natural playscape. Landscape and Urban
Planning,
48(1–2),
83–97.
https://doi.org/10.1016/S0169
2046(00)00045-1
Ginsburg, K. R. (2007). The importance of play in
promoting healthy child development and
maintaining strong parent–child bonds. Pediatrics,
119(1),
182–191.
https://doi.org/10.1542/peds.2006-2697
Guilford, J. P. (1967). The nature of human
intelligence. McGraw-Hill.
Kavak, S. (2024). Exploring nature-based
education: The impact on preschool
children’s scientific process skills and
creativity. Pakistan Journal of Life and
Social Sciences, 22(2), 9411-9417.
Kiewra, C. (2020). Nature play: Nurturing young
children’s
imagination and creativity
through
outdoor experiences. Iowa State University
Department of Human Development and
FamilyStudies.https://hdfs.hs.iastate.edu/w
p-content/uploads/sites/7/2020/10/Nature
Play_Kiewra.pdf
Kiewra, C., & Veselack, E. (2016). Playing with
nature: Supporting preschoolers’ creativity
in natural outdoor classrooms. International
Journal of Early Childhood Environmental
Education, 4(1), 70–95.
Maynard, T., & Waters, J. (2007). Learning in the
outdoor
environment:
opportunity?
Early
Years,
27(3),
A
missed
255–265.
https://doi.org/10.1080/095751407015944
00
Oduolowu, E., & Oluwakemi, E. (2014). Effect of
storytelling on listening skills of primary
one pupils in Ibadan, Nigeria. International
46
INTERNATIONAL JOURNAL OF EDUCATIONAL PERSPECTIVES, VOLUME 14, ISSUE 1, (2026)
Journal of Humanities and Social Science,
4(9), 100–107.
Ogunyemi, B., & Ragpot, L. (2015). Experiential
learning and creative thinking among
primary
school learners in Nigeria. Journal of Education
and Practice, 6(18), 112–118.
Okoruwa, T. O. (2022). Outdoor play for children:
Provision and teachers’ perception. Paper
presented at the 20th International Play
Association Triennial Conference, Calgary,
Alberta, Canada.
Okoruwa, T. O. (2022). Preschool teachers’
perception of outdoor play importance and
teachers’ role in Abeokuta Metropolis,
Ogun State. Unilorin Journal of Lifelong
Education, 6(1).
Piaget, J. (1952). The origins of intelligence in
children (M. Cook, Trans.). International
Universities Press. (Original work published 1936)
Vygotsky, L. S. (2004). Imagination and creativity
in childhood. Journal of Russian and East
European
Psychology,
42(1),
7–97.
https://doi.org/10.1080/10610405.2004.11
059210
Waite, S. (2011). Children learning outside the
classroom: From birth to eleven. SAGE
Publications.