Tandon et al. (2018) found that preschool children were more than twice as active outdoors as indoors during childcare hours. This evidence supports integrating outdoor activities to promote moderate-to-vigorous physical activity and reduce sedentary time. Outdoor movement in early childhood settings offers more than a break from the classroom — it provides an essential foundation for children’s physical, cognitive, and emotional growth. For 3–5-year-olds, large-scale movement opportunities such as running, balancing, jumping, and crawling are critical for developing coordination, strength, and body awareness. Research by Cosco and Moore (2019) also shows that well-designed natural environments support children of all abilities, offering inclusive sensory and motor experiences.

However, relying solely on unstructured free play may not be enough. A study by Preedy, Duncombe, and Gorely (2022) provides compelling evidence that intentional, daily movement programs significantly enhance children’s physical development compared to typical early childhood practice. Their research challenges the assumption that gross motor development happens naturally through outdoor play. Instead, it emphasises the need for outdoor educator-led, sequenced movement experiences, where space and variety support complex full-body movement patterns. This calls on educators to move beyond simply “letting children run around” and toward purposeful planning of outdoor movement experiences that are inclusive, engaging, and connected to broader learning goals.

Importantly, outdoor movement is not just physical — it is also an expressive, symbolic language through which young children communicate meaning, emotion, and ideas. As Latham (2018) explains, children “know the world through the rhythms of the body and the patterns of play” (p. 47). When children leap, spin, crawl, or sway outdoors, they are not only developing physical literacy but also shaping and sharing their internal worlds. Movement becomes a narrative — a way to tell stories, ask questions, and explore identity in nature’s classroom. Recognising movement as a form of language helps educators design experiences that are not only active, but also reflective, imaginative, and responsive to each child’s unique way of communicating.

From a curriculum perspective, this also aligns closely with EYLF Outcome 3, which emphasises children’s agency in managing their physical wellbeing, and Outcome 4, which supports active, confident learners (AGDE, 2022).

So, how can we, as educators, purposefully create outdoor movement activities for preschoolers? As noted by rasingchildren.net.au, preschoolers are developing skills to play alongside their peers and enjoy imaginative play. We can enhance their experience during this pivotal stage with outdoor play suggestions such as: