Exploring Nature Playfully. A Methodological Approach for Outdoor Learning and Biodiversity Education

Outdoor play (Dankiw et al., 2023; Sandseter & Seland, 2016) and exploratory experiences (Guerra, 2019) involve interacting with both natural and artificial elements (Dowdell, Gray & Malone, 2011; Brown & Kaye, 2017). In such settings, children can initiate self-directed learning processes, acting as expert agents of their own development (Antonacci, 2023). Research shows that outdoor environments provide rich opportunities for diverse playful and exploratory paths (Burke et al., 2024). Within the framework of the NBFC (National Biodiversity Future Center), the BEAT research group (Biodiversity Education and Awareness Team) from the University of Milan-Bicocca, in collaboration with IC Pertini primary school in Milan, has experiment a biodiversity education program integrated with the school curriculum (Persico et al., 2024). The approach centers on naturalistic exploration as a playful and participatory learning method. The research group implemented a methodological approach to guide children in exploring diverse outdoor contexts. The approach uses simple, hand-made paper beaks suggesting combinatory possibilities - actions, elements, and positions - which children can randomly select or be guided through by adults. This “game of rules” (Bondioli & Savio, 2018) is supported by usage instructions for educators, encouraging free observation, expression, and integration of tools for documentation. Preliminary findings from a study involving 35 fourth-grade students, conducted since November 2024, suggest that these tools help foster meaningful engagement with outdoor spaces. The random and playful nature of the toolkit elicits enthusiasm, curiosity, and motivation for learning, capturing the sense of wonder essential to discovery.