Summer Solstice was 6/21/23, marking the official start of summer in the Northern Hemisphere. Summer is most noted by its warmer weather and longer daylight which contribute to additional time spent outdoors. While most of us realize the benefits of outdoor play such as climbing, running, jumping, etc. for children’s gross motor development, recent research also supports the benefit of outdoor learning environments in early childhood on children’s cognitive, language, and social-emotional skills (2023, Khusnul). Whether it’s a neighborhood walk, visit to the park, a field trip to the zoo, time at the local fair, a pool day, a weekend camping trip, a beach vacation, or any other number of possibilities, all you need for a meaningful outdoor literacy activity during the summer is a child’s imagination and a few literacy materials.
While reading aloud to children has been identified as one the most effective ways to develop early literacy, having conversations with children and encouraging them to draw and write about their experiences are also very beneficial. Introducing new vocabulary that is specific to a contextual experience helps children to learn new words. For example, when visiting an amusement park children are likely to be exposed to different sights, sounds, and foods. This may be a child’s first real-life experience with roller coasters, Ferris wheels, funnel cakes, admission tickets, carousels, trams, etc. If possible, relate these items to stories you may have read to support children to make connections and deeper meaning. Take photos of children’s favorite things which can be used to draw or write about the event or even inspire children to create new stories. So remember to throw in a blanket, some books, as well as paper and writing instruments when you pack for your outdoor adventures and enjoy some reading in a hammock or drawing under a shade tree.
Lynne Hall is a Research Associate at the Early Childhood Center. She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction, equity in early childhood education, and inclusive classroom practices.
Email her at hallma@iu.edu
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