Finding Peace in the Outdoors: Mindfulness, Connection and the Beauty of Slowing Down

by Tracey-Lee Elliss 

Lead Pedagogical Leader 

Outdoor learning environments are often viewed as energetic spaces, places for children to run, climb, dig, and explore through movement and play. But the outdoors also invites something quieter and equally important: a chance to slow down, to connect with Country, and to find moments of mindfulness in the natural world. 

For young children, mindfulness lives in presence rather than stillness—in the feeling of safety, engaging senses, and the gentle awareness of the surroundings. It’s through educators’ personal connections with nature that these mindful moments are intentionally woven into our learning spaces. 

Intentional Opportunities for Mindfulness in Outdoor Spaces 🍃 

By viewing outdoor learning environments simply as a yard or a space for being outside, we risk overlooking the rich opportunities they offer for holistic engagement and discovery. When educators encourage slow, intentional play close to the ground, providing mats, blankets, or soft grass, they invite children to explore textures, light, and movement. These grounded experiences promote sensory awareness and connection, encouraging children to notice the small details: the feel of different surfaces, the sound of the breeze, the warmth of sunlight, or the coolness of rain. 

When educators recognise these benefits, they also become intentional about minimising adult noise during play. By reducing unnecessary music, movement, and chatter, educators join children within their space of exploration—offering gentle narration that draws attention to natural sounds, signs, and symbols, and how these connect to their world. This practice of quiet soundscaping supports emerging auditory processing and fosters calm, focused engagement. 

For our youngest learners, mindfulness is not about stillness, but about presence—found in the moments they pause to feel, listen, and notice the world unfolding around them. The intentional creation of these mindful outdoor experiences begins with the educator. Our ability to slow down, observe, and be truly present with children is shaped by our own connection to nature. The calm we discover outdoors becomes the calm we share. 

Educator Connection to Nature’s Influence on Practice 🌳 

Effective early childhood educators understand that their true superpower lies in being present, available, and deeply engaged with the children in their care. They bring a great deal of themselves into their learning environments—shaped by their own experiences, values, and ways of seeing the world—just as children express their individuality through play and exploration. Encouraging educators to show up authentically nurtures both pedagogical and emotional presence, creating meaningful opportunities for sharing and connection. 

As Ryan, our Koala Room (infants) Team Leader, reflects: 

“Our team deeply influences how we approach outdoor time. Connecting with nature is a way to find kapayapaan (peace), and that feeling is what I bring to the children. Embrace the mess. I’m comfortable with the dirt, water, and mud—it reminds me of being outside when I was little.” 

This sense of inner calm translates into the patient, responsive energy that guides our teaching. Through mindful observation of the natural rhythms and grounding qualities of outdoor learning spaces, educators come to recognise nature itself as an active co-regulator—supporting children’s emotional wellbeing and helping them find their own sense of peace within the world around them. 

This deep connection between educators, children, and the natural world also opens pathways for meaning-making that extend beyond sensory experience. When we bring our whole selves into our practice—including our languages, memories, and personal beliefs—we begin to see how nature invites reflection on identity, belonging, and the shared stories that connect us all. 

Interweaving Language, Faith, and Being 🌏 

Through language and personal expression, educators share parts of themselves that connect heart, culture, and spirit. Words such as kapayapaan, sāmaya (peace), pojednanie (connection) or gagkie (happiness), carry personal resonance, linking faith, language, and lived experience. When shared with children, these words become more than vocabulary—they become expressions of feeling, connection, and understanding. 

Nature provides a gentle and inclusive space for these exchanges to occur. Whether through storytelling, song, or quiet reflection, educators can draw on diverse cultural and spiritual perspectives to deepen children’s sense of belonging and connection to Country. This practice not only honours each educator’s authenticity but also models for children how to value and express their own ways of knowing and being. 

When language, faith, and nature intertwine, mindfulness becomes more than a moment of awareness—it becomes a way of living and learning together. The outdoor environment transforms into a shared space of peace and possibility, where both educator and child can feel grounded, connected, and whole. 

Slowing Down Together 🌿 

In the rhythm of our days, slowing down, tuning in, and embracing the affordances of our environments allows us to see the profound learning that happens in simple, unhurried moments. When we move gently through outdoor learning spaces, listening, noticing, and feeling alongside the children, we cultivate mindfulness not as an activity, but as a shared state of being. It is in this connection between educator, child, and nature that true calm and curiosity unfold. 

When we slow down, the world opens. In the soft rustle of leaves and the quiet gaze of a child, we find peace.