Spaces of hope: children’s voices and critical pedagogy in early years outdoor learning

Inclusion in outdoor learning is not simply about access but about power, voice and justice. This article repositions very young children as active agents of inclusion, examining how Foundation Stage children aged 4–5 evaluated and redesigned their outdoor play environment. Using the Mosaic Approach and multimodal methods including drawing, photography and collaborative design, the study surfaced hidden exclusions within the play space. Most notably, children unanimously rejected the sandpit, identifying overcrowding and limited resources as barriers to equitable participation. Their critiques reveal how material arrangements can reproduce a hidden curriculum of exclusion, while their redesigns demonstrate disruption, creativity and agency. The paper extends critical pedagogy and sustainability frameworks into early years outdoor learning, contributing to debates on participation, inclusion and socio-ecological justice. It demonstrates how participatory, reflexive methods can enable even the youngest children to critique their environments and imagine more inclusive, hopeful spaces.