研究人员发现，随着在室外的机会的减少，儿童的童年正在发生巨大改变。研究人员警告称，户外时间减少将对儿童的长远发展产生负面影响。

　　Establishing an "outdoor learning hub" would help teachers, and help shape policies and strategy, they suggested.

　　他们建议建立“户外学习中心”，这将有助于老师教学，有助于确定相关的政策和策略。

　　The report highlighted previous studies that showed that busier family lives, combined with an increased sense of fear in society, children were having fewer opportunities to explore their surrounding natural environment.

　　该报告强调了之前的研究结果，即随着家庭生活变得繁忙，家长对外界不安全因素的日益担忧，孩子们在户外自然环境中曝光的机会在减少。

　　研究发现 户外学习对幼儿发展起到促进作用

　　This was hampering children's social skills as well as risking stifling their long-term physical, emotional development and wellbeing. Therefore, it was important that schools did not overlook the opportunities that outdoor learning provided to bridge this gap.

　　户外时间的减少既不利于儿童社交能力的发展，也不利于他们长期、全面的身心发展。因此，学校重视户外学习的机会对弥补这种差距起到的作用就显得非常重要了。

　　At the moment, if outdoor learning is part of a school's curriculum in England, it is largely because the teachers recognise the value of it, said report co-author, Sue Waite, a reader in outdoor learning at Plymouth University, UK. With so much focus on academic attainment, there can be pressure on teachers to stay in the classroom which means children are missing out on so many experiences that will benefit them through their lives.

　　苏·威特是该报告的联合作者之一，也是英国普利茅斯大学户外教育的高级讲师。她表示：“目前在英国，如果有学校将户外学习纳入教学课程，很大程度上是因为老师意识到了户外学习的价值。过度关注学习成绩，会对老师造成教学压力，迫使老师待在教室教学，这就剥夺了很多能使学生终生受益的户外学习经历。”

　　The report made a number of recommendations, including the establishment of a "strategic policy/research hub" to "collate existing research, prioritise future research needs and help improve the alignment between research and policy".

　　该报告列出了一些建议,包括通过建立“策略性政策/研究中心”、“梳理现有研究，确定未来研究需要的优先级并优化理论研究和政策之间的对接。”

　　Ms Waite's fellow co-author Prof Karen Malone, from Western Sydney University, added: "This report maps the evidence to encourage researchers and policymakers to meet at the interface of research and policy in order to shape a positive future for our children."

　　威特的同伴、报告的联合作者、西悉尼大学的教授卡伦·马龙说道：“为了给我们的孩子创造一个更加积极的未来，我们在研究中详细的描述了鼓励研究者的研究和决策者的政策相结合的证据。”