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| Format: | Recurso digital |
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Zenodo
2026
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| Online Access: | https://doi.org/10.5281/zenodo.19558531 |
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Table of Contents:
- <p>Creativity and imagination are critical cognitive capacities that support holistic <br>development and lifelong learning in early childhood. However, early <br>childhood education in Nigeria has largely emphasized formal, classroom<br>based instruction, often at the expense of experiential and play-based learning. <br>This paper examines the effectiveness of outdoor learning in fostering <br>creativity and imagination among early childhood learners. Through a review <br>of <br>literature and theoretical perspectives, it highlights how natural <br>environments provide rich stimuli for exploration, problem-solving, and <br>imaginative play. The discussion underscores the unique cultural and <br>contextual considerations in Nigeria. The paper reviews relevant literature and <br>discusses empirical and evidence on learning outcomes. Findings from <br>reviewed studies suggest that outdoor learning environments significantly <br>enhance imaginative play, divergent thinking, learner engagement, and <br>creative expression. Despite these benefits, challenges such as inadequate <br>infrastructure, safety concerns, and limited teacher training hinder effective <br>implementation. The paper concludes that integrating outdoor learning into <br>early childhood education in Nigeria can promote creativity and imagination <br>while aligning formal education with culturally relevant practices. Findings <br>from reviewed studies reveal that while outdoor play significantly enhances <br>creativity and holistic development, inadequate facilities, teacher preparation, <br>and safety concerns limit its full application. The study concludes that <br>integrating outdoor learning into Nigeria's early childhood education <br>curriculum and teacher training programs offers a cost-effective pathway to <br>nurturing <br>children's <br>creativity <br>and imaginative capacity. Thus, <br>recommendations are offered for curriculum reform, teacher professional <br>development, and policy support. </p>