Impacts of Outdoor Landscape on Early Learning: Insights from the NCDRC Kindergarten at UPSI

Referring to the basic landscape architecture dictionary written by Hussein, Mohamed, and Shariff [1], landscape design means the cohesive arrangement of landscape elements to decorate a space in the outdoor area to look beautiful and harmonious with presentable and tasteful manner. In addition, such arrangement of the outdoor landscape spaces plays an important role in enhancing educational experience and well-being of learners to increase their spirit and motivation to learn and attending the school [2]. Che-Rasli and Hussain [3] stated that aesthetically pleasing outdoor landscape spaces can inspire students and consequentially imparts positive feelings towards the learning environment and process. In the context of educational institutions, outdoor landscape spaces that include the outside and inside the classroom, play an important role in reducing emotional stress to the students. On the outdoor landscape space especially, Edutopia [4], Hussain et al. [5] and Abdul et al. [6] added that besides stimulating the students’ creativity and imagination, it also serves the functional elements from its natural environments that is proven to help physical, social, emotional, cognitive, and psychomotor development of children as well as enhancing their sensory perception. This is in line with the opinions of Helaluddin [7] and Jalil and Rani [8], that social interaction between children and the school or kindergarten environment plays an important role in shaping their learning experiences. They emphasized that the design of outdoor landscape environments can create a good sense of place to attract children’s interest in school, as well as inculcate positive interaction to influence their emotional state and performance. The sense of place in kindergarten landscape design plays an important role in creating a stimulating environment that supports children’s learning development [9]. Proshansky [10] and Jukim et al. [11] stated that well-designed landscape spaces not only shape the sense of place but also provide suitable relaxation spaces for children and create a positive atmosphere through the harmony and cohesive design of landscape elements. Having said so, Malaysia is yet to utilizing the benefit mentioned to its full potential. There is still lack of emphasis on the importance of landscape environments in actualizing the sense of place in educational institutions, essentially for the early educational institution – the kindergartens [12]. Study [12] and Ali et al. [13] noted that only 17.4 percent of schools in Malaysia emphasized the function of outdoor landscape environments and focus on the sense of place as a principle in landscape design in educational institutions. They also emphasized that most outdoor landscape environments are instead, poorly designed, made haphazardly, constrained by financial limitations, and ignorance from the school’s side in generating ideas during the design process. This statement is supported by Husaini et al. [14] saying that landscape spaces outside educational institutions generally have not been fully benefitted in terms of their usefulness, function, and aesthetics in the T&L process outside the classroom. Among other things, constraints in terms of administration also limits the beautification of these outdoor spaces, hindering the sense of place spirit that should have been one of the main reasons children chose to use the space. The objective of this study is to explore the extent to which outdoor landscape environments in NCDRC kindergartens can foster positive interactions among children, provide different learning spaces, and create a positive environment in shaping the sense of place in NCDRC kindergarten. The sense of place in the design of outdoor landscape environments is not only important for providing visual and sensory stimulation to children but also to help improve their concentration, creativity, and sensory development. Moreover, the sense of place element in outdoor landscape environment design can create an encouraging, stimulating, and supportive learning environment for children, ensuring that they have a positive T&L experience and thus, lay the foundation for lifelong learning. Having said that, this research is aimed to explore the answers to the question; what is the role of the outdoor landscape in creating the sense of place and supporting the T&L process of children in NCDRC?

1.1 The space outside of classroom

The T&L environment outside the classroom refers to the educational activities that take place outside the classroom, whether formally or informally [15]. According to Chandler [15], outdoor learning encompasses activities involving natural environments, experiential learning, or learning opportunities that are not limited to the structured curriculum in the confined classrooms. Bluma and Lipowska [16] stated that there are various ways to foster children engagement in outdoor learning environments. One of which is by focusing on functional landscapes outside the classroom because this approach can provide unique and mutual learning opportunities for children. Nazarudin and Tan [17] express that due to the children’s age level, the mental and physical development state due for experiential learning that the landscape environment outside the classroom is highly important for them. This is because children inherently have high curiosity and imagination, so an attractive and enjoyable landscape environment can indirectly enhance their focus and productivity. The harmonious decor of the outdoor environment, with the blend of elements of rugged and soft landscapes, foster curiosity for them to explore, stimulate their creativity, and encourage their physical and mental development. Additionally, the landscape environment outside the classroom encourages outdoor learning where children can learn about the natural world that is from direct senses of texture of the soil, careful observation on the plants and trees, green areas, the flora and fauna, the sound of waterfalls, and things of the sort [18]. Other than that, outdoor landscape environments with components such as big bushy plants can provide shade and comfort to one, the sound of water flows or waterfalls creates a soothing atmosphere, while sculptures, benches, tables, and gazebos add cheerfulness to the environment [19]. This is also supported by Kalam [20], who suggested that a well-designed and harmonious landscape environment can influence the atmosphere of an area and thus actualizes the sense of place. This explains the importance of the landscape environment, especially for outdoor learning spaces, in the physical and mental development process of children.

1.2 Sense of place

Hussain et al. [21] explained that the sense of place refers to the subjective feeling that everyone has towards a particular place or area. This is created by the cohesive selection and arrangement of the landscape elements that concocted a certain feeling to the environment. In the context of the outdoor classroom landscape, the sense of place plays an important role in shaping the experiences and perceptions of students essentially, the teachers, and staffs towards that place. The functions of the sense of place in this context are as follows, but not limited to: 1) creating identity for the school, 2) connecting emotions and interactions with users, 3) improving students' learning attitudes, 4) stimulating active learning outside the classroom, 5) fostering interest in caring for the environment and surroundings, 6) encouraging social involvement among users, and 7) fostering a sense of ownership of a place because users can develop the feel that they have an important role in shaping and maintaining their surroundings. This statement is supported by Mohamed and Salim [22], saying that in any setting where a sense of place is created, emotions in individuals to appreciate the area are of the feelings of love and affection towards the place. A strong sense of place, especially in school or kindergarten areas, will connect emotions and feelings of affection to children. This indirectly explains that the kindergarten is a safe and friendly place, they will find it easier to adapt and build positive social relationships.

1.3 Guidelines for landscape design in Malaysian educational institutions

The National Landscape Guidelines for Focused Areas (Educational Environment) under the Jabatan Landskap Negara Malaysia has outlined several key factors that need to be considered during the planning and implementation process. This includes: 1) student needs, 2) cultural aspects, 3) environmental sustainability, and 4) conducive learning environments [23]. Although there are listed specific and uniform guidelines for all educational institutions, there are several general principles that can be considered as references. The following are some aspects that are typically the focus of landscape design for educational institutions in Malaysia: 1) suitability with climate and surroundings, 2) creative and diverse development, 3) conservation and sustainability plans, 4) safety and accessibility, 5) user-friendly open and social spaces, 6) exploration zones outside classrooms, 7) landscapes integrating high artistic and aesthetic elements, and 8) multifunctional spaces. It is therefore crucial for comprehensive physical planning to develop the role of the outdoor landscape environment. This field cannot be overlooked because the environmental factors, especially outside the classroom, have a positive relationship with the physical, social, emotional, cognitive, and psychomotor development of school children. The landscape planning in educational institutions especially the early education like kindergarten needs to be comprehensive and considering various factors to ensure the creation of conducive learning environments that are eco-friendly and supportive of holistic student development. Good landscape design not only provides pleasing visual aesthetic but also enriches the learning experience on life learning in educational institutions.

1.4 The Froebel approach theory

According to Care for Kids [24], the children are considered as seeds while parents and teachers are gardeners and kindergartens are gardens for children. Thus, this statement also been supported by Froebel approach theory which explains the teacher's role in designing children's experiences and activities in kindergarten [25]. Froebel was the first to recognise that children's brains develop significantly during their first three years of life, and his kindergartens world (children's gardens) were founded on the belief that humans are fundamentally creative beings who must be allowed to experience, learn, and develop on their own terms and in their own timeframe. This learning philosophy emphasises the value of play, nature, and hands-on experiences in fostering a child's intellectual, emotional, and physical development especially when the kids explore the outdoor landscape [24]. Outdoor T & L experiences like gardening, being with plants and animals as well as exploring natural materials, are essential to the Froebel approach. Connecting with nature not only enhances children's understanding of science and the environment but promotes their physical well-being and emotional connection with the natural world. Hence, this statement is also supported by Che-Rasli and Hussain [3], outdoor landscape activities carried out in a conducive and planned environment stimulate children's development and thus can enhance the sense of place.

This section presents and discusses the findings of the study through data that have been collected and analysed by the authors in order to explore and understand the role of the outdoor landscape in shaping the sense of place and indirectly assisting the T&L process of children in NCDRC, UPSI. With an eye on the systematic research flow, the consistency of discipline throughout a uniform system helps in keeping the authors to stay focused on the aim of the study. This study managed to gather data from eligible informants that have over 10 years of experience and profound knowledge about the sociological and landscape transitions at NCDRC kindergarten. As the main data collection, the FGD gathered all informants for face-to-face interviews successfully. Some of the informants were involved in policy development, strategic planning, guidelines, and design of outdoor kindergarten environmental landscapes at NCDRC kindergarten. In this study, the name and identity of the informant are not disclosed. To ensure that their name is not mentioned, a pseudonym is given to each informant when explaining the theme that has emerged from the findings. Table 1 enlists the informants participated in this study.

Table 1. Informant detail

3.1 The role of outdoor environmental landscapes at NCDRC

The aim of this study is to explore the role of outdoor environmental landscapes in shaping the sense of place at NCDRC kindergarten. Findings for this research were gathered through FGD session with representatives from the UPSI and supported by participant observation, audio-visual materials, and document analysis. The collected data were transcribed and analysed using the thematic analysis that coded, categorized, and then organized the categories into themes that answer the research questions. Two themes were formed based on the data regarding the role of outdoor landscapes in shaping the sense of place at NCDRC kindergarten, UPSI, as follows Table 2.

Table 2. The themes

Theme 1: The characteristics of dual-functional environmental landscape features at NCDRC kindergarten contribute to the formation of a sense of place.

It was found that the characteristics of outdoor environmental landscapes at NCDRC kindergarten has the capacity to form a sense of place at NCDRC kindergarten. A well-designed outdoor environmental landscape at NCDRC kindergarten plays a crucial role in shaping the sense of place, providing positive experiences for children, and stimulating the physical, social, emotional, cognitive, and psychomotor development of children at NCDRC kindergarten. According to informant I05, the use of creative and diverse landscape design, including a combination of artistic design, natural landscapes, and sensory tactile play spaces, give a positive impact on attracting and stimulating children's imagination to explore and appreciate their environmental space. I05 said,

“A good landscape must incorporate essential elements in its artistic design. In kindergarten areas, spaces for children to play and imagine is crucial; areas like water puddles, sand pits, treehouses are all good for them. Safety must also be ensured so that children can explore well.”

This finding is consistent with the statement from informant I02, saying that well-designed landscape elements that interact with the children's preferences can indirectly shape the sense of place. The open and green spaces around the outdoor environmental landscape of NCDRC kindergarten provide opportunities for children to engage in outdoor activities, relax, and learn about nature outside the classroom. The use of soft elements such as a variety of trees and ornamental plants with diverse shapes, functions, and characteristics also enhances the beauty of the outdoor environmental landscape at NCDRC kindergarten, besides providing greenery and creating a refreshing environment. I02 added,

“Since we upgraded the outdoor environmental landscape at NCDRC kindergarten two years ago, the attendance of children at the kindergarten has been positive. This is because every day, children at the kindergarten get excited when outdoor playtime begins. They can play, think, and explore their surroundings freely and safely.”

Another informant reaffirmed this finding and stated that, since the upgrade of the outdoor environmental landscape at NCDRC kindergarten, many positive changes have occurred in the physical, social, emotional, cognitive, and psychomotor development of kindergarten children at NCDRC kindergarten. With the existence of exploration gardens and sensory tactile gardens at NCDRC kindergarten, the level of social development and interaction between children and teachers has improved. The exploration gardens and sensory tactile gardens at NCDRC kindergarten have encouraged social interaction and collaboration among children, teachers, and parents, thus fostering a positive community spirit. Children seem to have ventured out to ask questions to teachers about how their environment behaves and imagine the benefits of the environment on their physical and mental development. I10 explained,

“Since the development of the exploration garden and sensory tactile garden, these children have started showing interest in playing outside the classroom. Previously, they were reluctant to play outside due to the non-conducive environment and lack of the "wow" factor. Now, they are starting to play and interact with children from different classes. Most importantly, I can see their team spirit, leadership, and camaraderie when they engage in activities in these gardens.”

This finding is consistent with other data set from other data collection namely the participant observation. The children's engagement in playing and exploring the landscape environment outside the classroom is also depicted in a picture that the NCDRC kindergarten had hung in their premise. Figure 2 is the picture found in the NCDRC kindergarten wall that evokes the intention of children exploring the nature outside the classroom. The finding also triangulated with a document analysis in which Shamsuddin et al. [31] emphasized in order to foster a sense of place for each area, the planning and design factors should be carefully considered, especially in sensitive areas such as educational institutions. Another similar research has concluded similar findings that the landscape components outdoor the classroom would allow pupils to develop their creativity, problem-solving skills, and social interactions [13]. The same authors denoted, a good outdoor landscape including a softscape and hardscape elements such as huge canopy trees can create shade and comfort, creating a soothing atmosphere, and adding to the cheerfulness of the environment. This is to promote positive interaction among children, provide diverse learning opportunities, and create an environment that has a positive impact on children's holistic development.

2.png

Figure 2. A picture depicting the exploration space in the sensory tactile garden at NCDRC kindergarten

Theme 2: The interaction of children and the landscape environmental space at NCDRC kindergarten.

The interaction of children with the outdoor environmental landscape at NCDRC kindergarten plays a crucial role in shaping their learning experiences. Additionally, the interaction between children and their environmental surroundings also has a positive correlation with the physical, social, emotional, cognitive, and psychomotor development of kindergarten children at NCDRC kindergarten. To create an environment with a strong sense of place, well-designed environmental landscape should provide opportunities for children to interact with their surroundings, thus indirectly influencing their emotional, mental, physical, and academic performance. This is supported by informant I01, who asserted that diverse and engaging outdoor landscapes can create an ideal learning environment outside the classroom. This allows children to engage in learning activities that are not confined to the classroom but also occur outside, creating a more holistic learning experience. I01 stated,

“With the existence of outdoor activities combined with the presence of well-designed and perfect landscape elements, it will further encourage interaction among children with nature and people. Previously, these children had less interaction with teachers, but after the addition of landscape spaces here, we have seen many positive changes.”

This finding is consistent with the statement expressed by informant I13, the pleasant and comfortable outdoor landscape environment with functional landscape elements can serve as a medium for the development of children's learning resources. Children will interact with their natural environment; they will start asking questions to teachers if they feel it is a new discovery outside the classroom. These children will gain a more and enjoy learning experience through activities outside the classroom. The statement from informant I13 is seconded by informant I06 saying that,

“Previously, these children would feel uneasy when they were brought to play with soil in the sensory garden. But now, they no longer feel uneasy; they will ask us many questions if they encounter something new... for example, if they find worms or insects on a tree. This interaction makes them more confident to communicate with us or with anyone else.”

The interaction experience among kindergarten children at NCDRC kindergarten is crucial in their physical, social, emotional, cognitive, and psychomotor development processes. The positive influence from the aesthetically pleasing outdoor environment can enhance the quality of learning. Additionally, these children are more likely to participate in learning activities and experience an improved understanding of their environment. According to Kopeva et al. [32], well-designed landscapes can provide excellent spaces for social activities and encourage interaction among children. Apart from shaping a sense of place, a good landscape environment also fosters strong relationships among children, teachers, and parents, supporting the development of social skills.

These findings have resulted in implications to the development of existing theoretically knowledge regarding outdoor landscape design strategies and explained how the roles of outdoor landscapes in creating a sense of place and assisting the teaching and learning process at NCDRC. From the theoretical angle, this study suggested an emerging design idea to design and develop the outdoor landscape for kindergartens with intact symbolism to its cultural landscape such as play outside the classroom is the natural way through which children explore and make sense of the world. Playing outside the classroom is not seen as entertainment, but a good integration of landscape within can create a meaningful and purposeful activity that allows children to develop their creativity, problem-solving skills, and social interactions. Through play, children engage in self-directed learning and construct their understanding of concepts. Hence the outdoor landscape is the learning environment for the children to gain more knowledge and experiences. Outdoor experiences like gardening, being with plants and animals as well as exploring natural materials, are essential to the Froebel approach. Connecting with nature not only enhances children's understanding of science and the environment but promotes their physical well-being and emotional connection with the natural world. This contribution is a valuable addition to the scarcity of research in the Malaysian context which focuses on the outdoor landscape and kindergarten. However, this topic is abundant in developed countries and other exemplary countries for the success of their education institutions like Japan, South Korea, Switzerland, and the United Kingdom. Thus, this study intended to address the gap in Malaysia. Moreover, this study can bridge the gap between the modernisation and sustainability of the outdoor landscape environment at Malaysian education institutions, especially within kindergartens to mitigate the declination of outdoor class learning experiences.