Place-Based Learning

“Our sensual engagement with the natural world is a way of participating in that world, a way of expanding our knowledge of the places we live, and, so, knowing where we live, or caring for where we live. This is, most essentially, a definition of ecological literacy: delighted, curious, and marveling attention to the beyond-human world that opens into the experience of kinship with that world, the experience of belonging to and in a place.” (Ann Pelo, the Goodness of Rain, Exchange Press Inc.,2013)

Taking learning outside “can support students in developing a sense of Place. Sense of Place, here, refers to an emotional connection to some aspect of the wildness in the world that surrounds them. Sense of Place involves a sense of community. Sense of Place is what can change how our students understand the world of which they are part--it can help them re-imagine their relationship with the natural and cultural communities they live in”. (Judson, 2010, 2015)

Why Place-Based Learning?

  1. Nature can improve health and well-being.

Spending time in nature provides children with a wide range of health benefits. Such as, increasing vitamin D levels, increasing physical activity, reducing risks of obesity, improving relationship skills while reducing stress, anger and aggression.


  1. Nature can encourage care for the Earth.

Children who are connected to nature have better health, higher satisfaction with life, and pro-environmental behaviors. Meaningful outdoor experiences benefit children and inspire them to love and care for nature. Time in nature during childhood is one of the biggest factors contributing to environmental stewardship.


  1. Nature can improve academic outcomes.

Spending time in nature enhances educational outcomes by improving children’s academic performance, focus, behavior and love of learning. By changing the “context” of learning (both attention, involvement and location) students can connect curriculum topics with and in the real world. This allows for a new level of curriculum relevance to emerge while emotionally and imaginatively engaging the learner. This experience is also foundational for language development which then becomes a springboard for written language.