Quality Outdoor Preschool Environments in Early Care and Education Centers

Abstract

The purpose of this study was to determine how outdoor play spaces were utilized in a midwestern state and to what extent. Participants in the study were 292 randomly selected licensed child care centers representing the range of quality in the state. One preschool classroom and teacher from each center participated in the study. Classrooms and outdoor environments were observed and teachers completed a survey of demographic information and practices. Checklist were used to measure compliance and outdoor opportunities. The study found less than half of the facilities met minimum licensing requirements. There was an average of five different opportunities available for children, though the complexity of the environment consisted of simple play units. Results also indicated that teachers sometimes plan for outdoor activities. There was modest but significant correlations between teacher specialized education and the total number of variety opportunities and planned outdoor activities.