Saving Time for Unstructured Outdoor Play

Saving Time for Unstructured Outdoor Play

Unstructured outdoor play — child-led, imaginative activity without rigid rules or predetermined outcomes — is essential to healthy development. By immersing themselves in natural environments, children can reap a multitude of benefits that are crucial for their growth and well-being.

Cognitive & Academic Development

Unstructured play strengthens attention span, focus, and executive functioning skills. As children invent games, solve problems, and navigate the unpredictability of the natural world, they practice critical thinking and flexible reasoning. Outdoor exploration naturally fosters creativity and scientific thinking as children observe patterns, test ideas, and learn through trial and error.

Emotional Well-being

Nature has a calming effect, reducing stress and anxiety in children. It provides a safe space for children to express emotions, build confidence, and learn to manage fears.

Social Skills & Cooperation

Children learn to negotative, cooperate, and resolve conflicts independently when playing with peers.

Independence & Risk Assessment

Outdoor play encourages children to assess risks, make decisions, and evaluate consequences in real time. This calibrated risk-taking builds confidence and critical thinking skills.

Physical Heath & Motor Skills

Regular outdoor activity reduces obesity risks, builds strength, balance and coordination, and boosts the immune system.

Sensory & Environmental Connections

Time spent outdoors engages the senses and provides a “grounding” experience, making individuals feel more connected, refreshed, and present. Over time, this connection nurtures environmental awareness and stewardship.

Types of Play

  • Active Play (running, swinging, balancing, tumbling)
  • Risky Play (climbing trees, jumping from safe heights)
  • Exploratory Play (digging in dirt, flipping over rocks, splashing in puddles)
  • Creative Play (building a fort, acting out a play, painting rocks)

Unstructured outdoor play is not a luxury or an extra — it is a developmental necessity. In a world increasingly shaped by screens, schedules, and adult direction, children need time and space to lead their own experiences. When we protect and prioritize outdoor play, we are not simply giving children a break from learning — we are giving them one of the most powerful forms of learning available. By trusting children with time, space, and nature, we nurture capable, resilient, creative individuals prepared to engage fully with the world around them.

Native Tree Planting on Campus with the Alliance for the Chesapeake Bay

Native Tree Planting on Campus with the Alliance for the Chesapeake Bay

This week the Alliance for the Chesapeake Bay planted 69 native trees and shrubs across campus. This opportunity is funded by a grant from the Chesapeake Bay Trust to support the Maryland Five Million Trees initiative.

We have a variety of native species, including several fruiting trees and shrubs. Varieties planted include:

  • Sugar maple
  • Witch Hazel
  • White Fringe Trees
  • Black WIllow
  • Pawpaw
  • Persimmon
  • Sycamore
  • Serviceberry
  • Southern Red Oak
  • Northern Red Oak
  • Swamp White Oak
  • Scarlet Oak
  • Overcup Oak
  • Shingle Oak
  • Bur Oak
  • Pin Oak
  • Chinkapin Oak
  • Willow Oak
  • River Birch
  • Spicebush
  • Highbush Blueberry
  • Sweebay Magnolia
  • Bald Cypress

One of our favorite areas of the planting is our Heart of Campus – a grove of ten different types of native oak trees at the edge of our soccer field. We are looking forward to gathering in this space throughout the seasons for many years to come.  

The children have been eagerly watching the new trees being planted and Mr. Dave led a few groups around campus to learn how to identify each type of tree.

We are eager to watch the trees grow up with our children. This project helps support our many outdoor initiatives!

The Gifts of Summer

The Gifts of Summer

The Gifts of Summer

The summer break provides unique challenges but also unique opportunities for unstructured time, including the freedom to explore outdoors, as well as building independence, and meaningful contributions.

Unstructured Time

While it’s tempting to schedule the summer with back-to-back camps, lessons, and playdates, children benefit from free time as well. When we over-schedule activities, we actually rob the brain of essential downtime and opportunities for creative thinking associated with the wandering mind. Try allowing for some blocks of unscheduled time this summer.

Here are just a few of the brain benefits of boredom:

  • Recharge. Downtime allows our children to recover from “cognitive overload” and to recharge executive functioning skills. 
  • Imagination and creativity. The latest research shows that our brain doesn’t go into a lower gear when we aren’t focused on something. Instead, the activity shifts to the imagination and creativity parts of the brain. 
  • Problem solving skills. When children engage in open ended projects, they encounter unforeseen challenges and must develop their problem solving skills.
  • Confidence and grit. Confidence and grit aren’t developed by things coming easily. They come from children overcoming worthy challenges. 

“Children need to sit in their own boredom for the world to become quiet enough that they can hear themselves.” – Dr. Vanessa Lapointe

When your child proclaims, “I’m bored!” try to avoid rushing in with an organized activity. Instead, create space and time for children to come up with their own ideas for what to do next. This may mean having some materials around to prime the creative pump. For young children these materials can be as simple as sticks, paint, and cardboard! What they do next is up to them. Consider setting aside some time with your child to create a list of activities they enjoy and some fun-sounding challenges or longer-term projects. Then when they need something to do, you can suggest they choose something from the list you brainstormed together. Remember, building any new skills takes practice. Allowing time for free play throughout the year will help your child learn how to make their own fun. Think of it as creating “boredomtunity” for your child.

Freedom to Explore Outdoors

Encourage your child to spend unstructured time outside. Not only does “green time” promote better physical health (immune function, heart health, Vitamin D production, better sleep), it promotes better mental health (reduced stress levels and lower levels of stress hormones). There are also cognitive benefits, including improvements to short-term memory, attention, and learning. Finally, “green time”  invites exploration and curiosity about the natural world and gives children the opportunity to take healthy risks that build problem solving skills and perseverance. 

Sarah Milligan-Toffler and Richard Louv of the Children & Nature Network write, “In a brief integrative review of the research [researchers] found that time in nature produces positive shifts occur in perseverance, problem-solving, critical thinking, leadership, teamwork, and resilience—skills that are essential in overcoming the unprecedented challenges we face today.”

Whether it’s digging in the dirt, taking a walk in the park, or having a picnic in the backyard, time outside is a gift to your child.

Building Independence

For some of us, our instinct is to try to make life “easier” for our child. But by removing obstacles, we are actually taking away opportunities for children to learning new skills and overcome worthy challenges. For example, it may take much longer for a young child to zip up her own coat, but when time allows, give her the opportunity to try. If she begins to get frustrated, provide the minimal amount of help needed (such as holding the bottom of the coat to create tension, while the child pulls up the zipper). Children build self-confidence by accomplishing difficult tasks. Your child’s mantra can become, “I can do hard things!”

Allowing a child to do things for herself may require some support. Consider providing a stool at the bathroom sink so the child can reach the faucet to wash her hands. Consider putting out a small pitcher of water and a small glass so she can help herself when she is thirsty. If dishes, napkins, and silverware are placed in a lower cabinet, the child can help set the table for a meal. You can revisit our blog post titled The Montessori Home for more ideas on how to set up each area of your home (kitchen, playroom, bathroom, and bedroom) to support your child’s independence.

As you observe your child, you may notice that he or she needs a new skill. This is an opportunity for you to give your child a lesson! Here’s how you can do it:

  • Invite your child to see something new & name the lesson: “I am going to show you how to wash your hands. I’ll have a turn and then you’ll have a turn.”)
  • Demonstrate slowly and precisely
  • Follow a clear sequence
  • Do not talk while you are demonstrating
  • Use eye contact and a smile between steps 
  • “Now it’s your turn! And anytime you want to have clean hands, you can practice!”

“The only way to build self-esteem is through overcoming worthy challenges.” – Joanne Deak, PhD

Making Meaningful Contributions

Not every free day needs to involve a trip to the zoo. Many times, children want to do what you are doing! You can invite your child to work with you in the garden, prepare a meal, or wash the car. You may need to provide child-size tools for some of these activities, such as a small watering can or acrylic knife, so that your child can participate fully.    

Research indicates that those children who do have a set of chores have higher self-esteem, are more responsible, and are better able to deal with frustration and delay gratification, all of which contribute to greater success in school. (Center for Parenting Education) Check out our blog post titled Children as Contributing Members of the Home for a list of age-appropriate chores your child can do. And please don’t swoop in as soon as the work is hard. Let your child experience challenges and overcome them!

When we allow children opportunities to make meaningful contributions to the family and the greater community, we help build their resilience, perseverance, grit, and self-esteem. What greater gifts are there?

All of these pieces – unstructured time, enjoying the outdoors, building independence, and making meaningful contributions – are the ingredients for an exciting and fulfilling summer!

Changemakers in Children’s House: Learning How to Lead

Changemakers in Children’s House: Learning How to Lead

“Hope is often misunderstood. People tend to think that it is simply passive wishful thinking: I hope something will happen but I’m not going to do anything about it. This is indeed the opposite of real hope, which requires action and engagement.”

Jane Goodall

The Book of Hope: A Survival Guide for Trying Times

It is one thing to want to make a change, but to actually take the passionate steps to making it happen is what makes someone a true changemaker. The one thing that all great changemakers have in common is heart. A changemaker is someone who cares enough to make a difference.

In Children’s House Writers’ Workshop, elder students (our Kindergarteners), continue to study Jane Goodall through the Roots and Shoots Program. Jane was pivotal in the study and protection of chimpanzees in Gombe, Tanzania. When she saw firsthand that the rainforest was disappearing and her beloved chimpanzees were suffering, she left Gombe and traveled the world speaking to humanity about what she has seen, sharing all of her true stories, some of tragedy but mostly true stories of hope.

I was very excited to share this autobiography, The Chimpanzees I Love : Saving Their World and Ours, with our Children’s House writers. The children have read many biographies written by various authors and throughout the year they have worked on their own biography of Jane.

Throughout the year, the children have been learning about other changemakers throughout the world, and how they acted to make a difference in their communities.

Another changemaker idol we are excited to write about is Tim Wong, an aquatic biologist from San Francisco who saved a threatened butterfly species, the California Pipevine Swallowtail, by replanting rare flora in his own backyard while also transporting caterpillars to his butterfly garden sanctuary. His efforts, although seemingly small, allowed the butterflies to make a comeback! What a heartwarming hero! 

“Improving habitat for native fauna is something anyone can do, conservation and stewardship can start in your very own backyard.”

Tim Wong

While learning about the incredible contributions of some amazing heart-minded adults, we definitely cannot forget the children, full of wonder and curiosity, they once were (and really still are at heart!). Tim Wong became fascinated with the life cycle of a butterfly in elementary school and Jane Goodall had a stuffed chimpanzee, Jubilee, that was gifted to her as a child. Now at 90 years old, she still carries Jubilee with her!

Old Enough to Save the Planet is a magical and hopeful collection of real children making real changes all around the world. I’m planning on sharing a child changemakers story at the beginning of our writing sessions until the end of the school year. Below are the first four changemakers we will learn about, true hopeful stories are powerful! I’m hoping my writers will soon feel inspired to make a change of their own, perhaps in their own school community or backyard!

  • Felix Finkbeiner, Germany Changemaker: Global Reforestation. His Plant-For-the-Planet program was so successful that more than one million trees have been planted in nearly 100 countries. 
  • Himangi Halder, India Changemaker: She reduced the effects of traffic pollution around her school by encouraging people to ride a bicycle instead of driving to school. 
  • Amy and Ella Meek, United Kingdom Changemaker: Sisters Amy and Ella started a charity educating people about the harmful effects of plastic on the environment. They encourage people to use reusable alternatives.
  • Adeline Tiffanie Suwana, Indonesia Changemaker: She formed a community group called Friends of Nature, organizing people to replant native mangrove trees that have been cut down.
Grounds Day Fall 2024

Grounds Day Fall 2024

As part of our Allegiance to Nature at Greenspring Montessori School, our faculty and staff organized our annual Grounds Day event for our children and families.

Our Toddler, Children’s House, Elementary, and Adolescent classes took on various projects around our campus including cleaning, planting, and building a new compost collection bin, along with a special nature-based story walk.

Many families also worked to restore natural spaces on campus and make improvements to the outdoor environments. Thank you all for your dedication and support!

Fall in our Outdoor Environments

Fall in our Outdoor Environments

Toddler Outdoor Environments

Our Toddlers have been exploring their classrooms and outdoor environments with all of their senses. Our Toddler Outdoor Environments are thoughtfully prepared for the children to explore with natural materials and wild spaces to explore. Many of the materials promote gross motor skills, such as wheelbarrows, sweeping, pikler triangles, and balance beams. Additionally, works are put out for fine motor skills and concentration, similar to what would be found inside the Toddler classroom.

Children’s House Outdoor Environments

Students in our Children’s House Outdoor Environments have been immersed in a rich journey of discovery. Since the first day of school, we have been enjoying our explorations of the beautiful grounds on campus. Strolling by the dogwood trees, pine trees, fig trees, and colorful zinnias brings the children so much happiness and they are able to explore the campus with all of their senses. We were grateful to experience two weeks of rain, which welcomed an abundance of salamanders, slugs, worms, and even an amazing giant toad! The rain was a welcome gift for our plants as well. We eagerly await the stunning array of colors that autumn will unveil!

The children have been discovering the art of effectively using our garden tools, which can be quite a journey for our youngest Children’s House students. Through dedication, guidance, and the help of elders in the classroom, the children discover a passion for digging, raking, and utilizing garden tools.

With regular visits to the nature center, we enjoy feeding and engaging with Ivan, having snake-handling lessons with Nessie, and discovering the many different creatures that reside there. 

The children in the Dogwood and River Birch class have been nurturing our Oak Tree Nursery, with four white oaks grown from acorns that are thriving in pots. They also have been enjoying the process of herbal tea making, with herbs from our herb garden! Mint tea with honey is a fan favorite. 

Sit Spots

Starting in Children’s House, students participate in Sit Spots outside in all weather – a place where the child can sit for five minutes away from distractions to observe nature and enjoy time in quiet reflection. Sit spots are a way for our children to try out a new way to enjoy the world around them – observing the sights, sounds, smells, and touch of the natural world.

Elementary and Adolescent Outdoor Environments

Our Elementary and Adolescent students have been exploring the Outdoor Environments, our campus, and even venturing out to learn about the greater Chesapeake Bay watershed.

Lower Elementary

In Lower Elementary, students grew a large harvest of radishes as the weather began to cool. They sold the radishes to the community to benefit the victims of Hurricane Helene. Now they are setting their sites on the colder winter months ahead and working to build a low tunnel over their raised garden bed to protect their winter lettuce.

Lower Elementary students continue the practice of Sit Spots, heading outside each morning in all weather conditions for five minutes of reflection and observation.

Upper Elementary

In Upper Elementary, the students visited Echo Hill Outdoor School for an immersive three day trip. They had the opportunity to explore the Chester River by boat, complete a ropes course, and enjoy many team-building activities. See photos and learn more about their trip here.

 

Adolescent Community

Our Adolescents have been working to improve our campus rain garden, pulling invasive weeds and making way for native plants to thrive. They also ventured out into the Baltimore community to volunteer with NeighborSpace Baltimore to clean up local pocket parks, add native plants to rain gardens, and run tests in a local stream. The students loved meeting a local Baltimore artist and learning more about these communities. They had an opportunity to see firsthand how environmental justice can serve city residents with improved access to multi-use green spaces. ⁠