Nature Talks: Developing Language and Communication in the Outdoors
Autor Amy Jones, Joanna Feasten Limba Engleză Paperback – 11 dec 2026
Within Nature Talks, you will discover the benefits of being outdoors to stimulate curiosity, support whole-child development and provide sensory experiences that can enrich and nurture communication and language. This inspiring book shows how the natural environment can be used flexibly and inclusively throughout the year to help children to expand their vocabulary, practise social communication and develop their language skills. At the heart of the book are 60 seasonal ‘invitations to play’, intentionally designed to support communication and language development through outdoor play. Each experience encourages children to explore and experiment in a way that is truly child-led and neuro-affirmative.
With a wealth of ideas from mixing, stirring and creating concoctions to building, collecting and imaginative play, these thoughtful invitations draw upon the principles of schematic play to support engagement and develop communication and language. Utilising natural materials, alongside songs, rhymes and stories, this is an essential resource for early years and primary educators supporting children aged 0–5.
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Specificații
ISBN-13: 9781041112587
ISBN-10: 1041112580
Pagini: 200
Ilustrații: 364
Dimensiuni: 210 x 297 mm
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 1041112580
Pagini: 200
Ilustrații: 364
Dimensiuni: 210 x 297 mm
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Public țintă
Professional Practice & DevelopmentCuprins
Acknowledgements
Part 1: The foundations
Chapter 1: Setting the tone for communication and language development
‘What is this? Why is it spiky? It feels a bit prickly’
Why communication and language matter
Setting the scene for language and communication development in the outdoors
Language learning outdoors: an under-researched topic?
Exploring inequalities in language and communication development
‘Closing the word gap’: suggestions
Suggestions for practitioners
The case for supporting communication and language development in the early years
Using this book in your practice
Who is this book for?
What is covered in this book?
A note from the authors
‘Nature Talks’: guiding principles
Chapter summary
Chapter 2: A nature play-based approach to language and communication skill development
A play-based approach
Taking an evidence-based perspective to play
The brain and play
The role of the adult
How play supports communication and language
How does outdoor play support language and communication?
Creating a communication-friendly space
Whole-child benefits
The changing nature of language
Bringing a play-based approach to life
Health and safety, risk and exploration
Professional confidence and competence
Sex differences
Less-served communities
Chapter summary
Chapter 3: Supporting communication and language through high-quality interactions
What is meant by communication and language?
Communication
Language
Why are communication and language important to children’s development?
How vocabulary supports effective communication and language
Tiered vocabulary
Interactions: why they matter
Quality interactions
The building blocks of quality interaction
Physical space and movement
Shared attention
Repetition
Interplay
Active listening
Putting it into practice: the ShREC approach
A toolkit for high-quality interaction
Chapter summary
Chapter 4: Awe, wonder and play schemas
Curiosity outdoors
Adults look, but do they truly see?
Whatever the weather: meaningful contexts for talk
How do we talk about the weather with children?
Rethinking the weather
Outdoors as a resource
Play schemas
Play schemas for communication and language
Play schemas and child development
Nine common play schemas
How might play schemas support language?
Example language from schematic play
How to support children with their language and communication: what practitioners can do
Chapter summary
Chapter 5: The child
What affects ‘the child’ and how can this be applied to language and communication development?
Brain development and plasticity
Psychological safety and learning
Promoting safety
Being safe outdoors
Understanding children’s behaviour in terms of trauma
Support for practitioners
Trauma-sensitive language
How children use play to process emotions and their experiences
Psychological projection and young children
Chapter summary
Chapter 6: Child development
How best to support children’s development
Understanding the wider determinants of health: contextualising children’s experiences
Prenatal language exposure
Recognising the evolution of communication and language development models
The Communication Wheel
How the Communication Wheel works in practice
Realising and supporting developmental milestones: reference points within ‘typical’ language and communication development
Appreciating the complexities of ‘typical’ development
Identifying difficulties in communication and language
Assessment as support: responsive monitoring and early identification
Signposted resources
Early intervention
Chapter summary
Chapter 7: The role of the adult
Why adults can make a difference
The diverse role of an adult
An enabling environment
Adjusting the approach
Principles of effective practice
Reflective practitioner
Interacting… or interjecting and interrupting?
Chapter summary
Chapter 8: Outdoor space
Whole-child development and the outdoor environment
How movement can support children’s communication and language development
Ideas to bring this to life in your setting/practice
Designing a communication-friendly environment outdoors
A communication-supportive environment: the physical environment
The Communication Wheel in the physical environment
Preparing the environment
Auditing and developing the space
Why develop the outdoor space?
Auditing the outdoor space
Creating spaces and finding solutions
Providing varied experiences
Caring for the environment
Chapter summary
Chapter 9: Equipment and resources
Using your environment as the starting point
Resources for play
Less is more
Choosing with intention
Continuous and enhanced provision
Bringing the inside out
Resources to support play provocations outdoors
Books, songs and rhymes as essential resources for communication and language
Books
Songs and rhyme
Why songs and rhymes promote development
Creating a basic kit
Core materials
Enhanced Materials
Practical considerations
Chapter summary
Chapter 10: Seasons and weather
Why outdoors all year round?
Clothing and practicalities
Essentials for practitioners
An all-weather kit: suggested layering
The core kit (to be adjusted based on weather conditions)
Warmer months
Colder months
Reframing language
Creating an almanac: a seasonal guide for practitioners
Autumn (September, October, November)
Winter (December, January, February)
Spring (March, April, May)
Summer (June, July, August)
Weather
Interactions and the weather
Chapter summary
Chapter 11: Senses in the outdoors
The outdoors: A multi-sensory environment
What are the sensory systems?
Sensory perception and processing
The sensory aspects of outdoors: are they linked to reducing physiological stress?
Sense of sound: noise levels and communication and language
Noise outdoors
Attention and focus: our senses and communication skills
Executive function and communication outdoors
Movement
Neurodiversity and sensory differences/sensitivities
Sensory play: why is it important and what impact can it have?
Sensory stimuli from nature and outdoor environments
Chapter summary
Part 2: Provocations
Nature Talks: Creating nature-based play experiences to support communication and language
What are ‘provocations’?
What is an ‘invitation to play’?
How ‘provocations’ and ‘invitations to play’ are linked
Nature Talks: the design of the provocations
Practical application in settings
Revisiting, reusing and making connections
Safety
Supervision and the practitioner’s role
Choking and small parts
Natural materials and foraging
Chapter summary
The provocations
Autumn
Winter
Spring
Summer
References
Index
Part 1: The foundations
Chapter 1: Setting the tone for communication and language development
‘What is this? Why is it spiky? It feels a bit prickly’
Why communication and language matter
Setting the scene for language and communication development in the outdoors
Language learning outdoors: an under-researched topic?
Exploring inequalities in language and communication development
‘Closing the word gap’: suggestions
Suggestions for practitioners
The case for supporting communication and language development in the early years
Using this book in your practice
Who is this book for?
What is covered in this book?
A note from the authors
‘Nature Talks’: guiding principles
Chapter summary
Chapter 2: A nature play-based approach to language and communication skill development
A play-based approach
Taking an evidence-based perspective to play
The brain and play
The role of the adult
How play supports communication and language
How does outdoor play support language and communication?
Creating a communication-friendly space
Whole-child benefits
The changing nature of language
Bringing a play-based approach to life
Health and safety, risk and exploration
Professional confidence and competence
Sex differences
Less-served communities
Chapter summary
Chapter 3: Supporting communication and language through high-quality interactions
What is meant by communication and language?
Communication
Language
Why are communication and language important to children’s development?
How vocabulary supports effective communication and language
Tiered vocabulary
Interactions: why they matter
Quality interactions
The building blocks of quality interaction
Physical space and movement
Shared attention
Repetition
Interplay
Active listening
Putting it into practice: the ShREC approach
A toolkit for high-quality interaction
Chapter summary
Chapter 4: Awe, wonder and play schemas
Curiosity outdoors
Adults look, but do they truly see?
Whatever the weather: meaningful contexts for talk
How do we talk about the weather with children?
Rethinking the weather
Outdoors as a resource
Play schemas
Play schemas for communication and language
Play schemas and child development
Nine common play schemas
How might play schemas support language?
Example language from schematic play
How to support children with their language and communication: what practitioners can do
Chapter summary
Chapter 5: The child
What affects ‘the child’ and how can this be applied to language and communication development?
Brain development and plasticity
Psychological safety and learning
Promoting safety
Being safe outdoors
Understanding children’s behaviour in terms of trauma
Support for practitioners
Trauma-sensitive language
How children use play to process emotions and their experiences
Psychological projection and young children
Chapter summary
Chapter 6: Child development
How best to support children’s development
Understanding the wider determinants of health: contextualising children’s experiences
Prenatal language exposure
Recognising the evolution of communication and language development models
The Communication Wheel
How the Communication Wheel works in practice
Realising and supporting developmental milestones: reference points within ‘typical’ language and communication development
Appreciating the complexities of ‘typical’ development
Identifying difficulties in communication and language
Assessment as support: responsive monitoring and early identification
Signposted resources
Early intervention
Chapter summary
Chapter 7: The role of the adult
Why adults can make a difference
The diverse role of an adult
An enabling environment
Adjusting the approach
Principles of effective practice
Reflective practitioner
Interacting… or interjecting and interrupting?
Chapter summary
Chapter 8: Outdoor space
Whole-child development and the outdoor environment
How movement can support children’s communication and language development
Ideas to bring this to life in your setting/practice
Designing a communication-friendly environment outdoors
A communication-supportive environment: the physical environment
The Communication Wheel in the physical environment
Preparing the environment
Auditing and developing the space
Why develop the outdoor space?
Auditing the outdoor space
Creating spaces and finding solutions
Providing varied experiences
Caring for the environment
Chapter summary
Chapter 9: Equipment and resources
Using your environment as the starting point
Resources for play
Less is more
Choosing with intention
Continuous and enhanced provision
Bringing the inside out
Resources to support play provocations outdoors
Books, songs and rhymes as essential resources for communication and language
Books
Songs and rhyme
Why songs and rhymes promote development
Creating a basic kit
Core materials
Enhanced Materials
Practical considerations
Chapter summary
Chapter 10: Seasons and weather
Why outdoors all year round?
Clothing and practicalities
Essentials for practitioners
An all-weather kit: suggested layering
The core kit (to be adjusted based on weather conditions)
Warmer months
Colder months
Reframing language
Creating an almanac: a seasonal guide for practitioners
Autumn (September, October, November)
Winter (December, January, February)
Spring (March, April, May)
Summer (June, July, August)
Weather
Interactions and the weather
Chapter summary
Chapter 11: Senses in the outdoors
The outdoors: A multi-sensory environment
What are the sensory systems?
Sensory perception and processing
The sensory aspects of outdoors: are they linked to reducing physiological stress?
Sense of sound: noise levels and communication and language
Noise outdoors
Attention and focus: our senses and communication skills
Executive function and communication outdoors
Movement
Neurodiversity and sensory differences/sensitivities
Sensory play: why is it important and what impact can it have?
Sensory stimuli from nature and outdoor environments
Chapter summary
Part 2: Provocations
Nature Talks: Creating nature-based play experiences to support communication and language
What are ‘provocations’?
What is an ‘invitation to play’?
How ‘provocations’ and ‘invitations to play’ are linked
Nature Talks: the design of the provocations
Practical application in settings
Revisiting, reusing and making connections
Safety
Supervision and the practitioner’s role
Choking and small parts
Natural materials and foraging
Chapter summary
The provocations
Autumn
Winter
Spring
Summer
References
Index
Notă biografică
Amy Jones is a qualified teacher and Early Years and Outdoor Learning Specialist with over a decade of experience in education. Her background includes several years teaching in Reception, where she developed a strong passion for outdoor learning, child-led exploration and creating environments that inspire curiosity and communication. She has also led professional development for practitioners, with a particular focus on early years practice, mental health and wellbeing, and outdoor learning. Amy is also the founder of Play Outdoors.
Joanna Feast is an education consultant specialising in PSHE and wellbeing culture, and is the founder and director of Epiphany ETC Ltd. Joanna’s focus is on promoting and training adults on PSHE, wellbeing and health education in schools, aligned organisations, charities and businesses. She is also a director of Gabriels Wellbeing and Education, an outdoor learning charitable organisation, and of Clean Well-Being, through which she teaches therapeutic movement and exercise.
Joanna Feast is an education consultant specialising in PSHE and wellbeing culture, and is the founder and director of Epiphany ETC Ltd. Joanna’s focus is on promoting and training adults on PSHE, wellbeing and health education in schools, aligned organisations, charities and businesses. She is also a director of Gabriels Wellbeing and Education, an outdoor learning charitable organisation, and of Clean Well-Being, through which she teaches therapeutic movement and exercise.
Descriere
This inspiring book explores how we can use natural environments flexibly year-round to expand vocabulary, practice social communication, and develop language skills. Utilising natural materials, alongside songs, rhymes and stories, this is an essential resource for early years and primary educators supporting children aged 0–5.