How to still have meaningful outdoor time with children as the days get shorter

Shorter days can make outdoor time feel harder to fit into family and nursery/school routines. However, less daylight does not have to mean less time outside. For educators, parents and carers, the shift into darker or colder seasons can be an opportunity to rethink when and how children spend time outdoors. 

Meaningful outdoor time does not always require a long trip to a park or a full afternoon outside. A shorter walk, a nature-based activity before school or nursery, or a few minutes of outdoor play after lunch can still give children opportunities to move, explore and connect with their surroundings. The goal is to make spending time outside a consistent part of the routine, even when the weather and daylight change. 

Adapt the daily rhythm around daylight 

When daylight becomes limited, outdoor activities can be moved to the brightest and most practical parts of the day. Nurseries and schools might schedule outdoor play earlier, while families could plan a walk after breakfast or set aside time for outdoor play on the weekend. 

This approach focuses on consistency rather than on maintaining the same schedule throughout the year. Even brief outdoor sessions can contribute to children’s activity levels. A study of U.S. children aged 3 to 5 found that they spent an average of 95 minutes outdoors each day, with more outdoor time associated with greater physical activity (Kwon et al., 2022). 

For educators, this could mean taking a lesson outdoors when daylight is available rather than reserving outdoor learning for warmer months. For parents and carers, it could mean protecting a small daily window for outdoor play, even when a longer outing is impractical. 

Make colder weather part of the experience 

Children can continue enjoying outdoor play in cooler conditions when they have clothing suited to the local climate. Layers, waterproof outerwear, warm socks, hats and appropriate footwear can help children stay comfortable while they explore. 

The activities can also change with the season. Children might collect leaves, observe changes in plants, look for signs of animals, investigate puddles or shadows, listen for different sounds or create temporary artwork using natural materials. In warmer climates where shorter days do not necessarily mean cold weather, the same principle applies – activities can be adapted to changing light, rain or seasonal conditions. 

These experiences can support both learning and play. A systematic review of outdoor experiences in early childhood education identified educational outcomes among the outcomes examined across the research literature, alongside children’s behaviour and development (Fermin et al., 2024). 

Use nearby spaces creatively 

Meaningful outdoor time does not depend on having access to a large garden, forest or playground. A school courtyard, a shared outdoor area, a neighbourhood path or a small local green space can provide opportunities for exploration. 

For younger children, adults can encourage observation by asking what they notice about the sky, plants, insects, sounds or temperature. Older children might photograph seasonal changes, sketch what they see, measure shadows or record observations for a classroom activity. 

Green spaces can also support children’s emotional well-being. A cohort study involving 2,103 children across 41 U.S. states found that greater residential green-space exposure was associated with fewer internalising symptoms, such as anxiety and depression, during early childhood (Acolin et al., 2024). 

The connection between greenery and mental health is also worth considering when planning outdoor time. People living in areas with limited access to green space have been reported to experience a 44% higher rate of diagnosed anxiety disorders and 33% more reported cases of diagnosed depression than those living in areas with more greenery (Little Tikes Commercial, n.d.). 

These figures suggest that access to green spaces can be an important consideration when creating opportunities for children to spend time outdoors, particularly as daylight becomes more limited. 

Keep outdoor play simple 

Adults do not need to plan elaborate activities every time children go outside. Unstructured play can give children space to make choices, experiment and interact with others. A randomised controlled trial involving 209 preschoolers across 19 childcare centres found that children participating in an outdoor loose-parts play program had higher physical activity levels at 3 and 6 months, suggesting that simple, open-ended materials can support active play (Caldwell et al., 2023). 

A simple outdoor routine could include 10 minutes of free exploration, a short movement game or a walk where children choose what to investigate. Educators can provide a few materials, such as balls, chalk, buckets or magnifying glasses, without directing every part of the activity. 

The same principle can work at home. A child might help sweep leaves, water plants, walk the family dog, look for the moon or play a familiar game outdoors. These activities can become predictable parts of the week, making outdoor time easier to maintain when daylight is limited. 

Prepare for safety and accessibility 

Shorter days require adults to consider visibility, temperature, weather and the condition of outdoor spaces. Outdoor activities should be planned for periods when children can be seen clearly, with local conditions and available lighting taken into account where relevant. Educators and parents should check local conditions and ensure children have clothing and footwear appropriate for the environment. 

Safety planning should also consider children with disabilities, sensory sensitivities or different mobility needs. An outdoor activity can be meaningful without requiring every child to participate in the same way. Quiet observation, sensory exploration and accessible play options can help make outdoor experiences more inclusive.