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EARLY HEAD START

TIP SHEET

No. 16

Dividing a Large Space into EHS Classrooms, November 2003

What are the guidelines for dividing a large space into separate infant/toddler classrooms?

Response:

Programs must ensure that every space adequately meets the Head Start requirement that at least 35 square feet of usable indoor space be available for the care and use of each child. It is important to recognize that this standard suggests a minimum requirement and that programs are encouraged to utilize larger spaces to fully support adequate programming to promote child development in all domains.

Challenges emerge when one room is divided to create space for more than one group of eight. Each group must be capable of functioning separately and of meeting and maintaining the Head Start Performance Standards. Guidance in the Performance Standards states that a large room may be divided with “appropriate room dividers.” Although there may be many possible interpretations of “appropriate”, the stated goal is to ensure that the Education and Early Childhood Development Performance Standards are fully met and that the infants’ and toddlers’ mental health and learning are supported, not compromised.

Appropriate room dividers

A well-divided space will encourage positive interactions and support infants’ and toddlers’ ability to regulate their emotions, explore the environment, and master tasks. The environment will not be over-stimulating and therefore make excessive demands on young children’s coping skills. A well-divided space will be comfortable for infants and toddlers with different temperaments as well as for their teachers and parents.

The potential for over-stimulation for infants and toddlers is often overlooked, but can be avoided when thoughtful consideration is given to the amount of movement, noise, light, and exposure to noise, light, and the movement of people. The Head Start Center Design Guide states that “solid or glazed partitions at full height, doors, casework, cabinets, panels, and railings can be used for separation. Three types of separations must be considered: acoustical, visual, and physical”.1 To determine the use of partial versus full partitions as well as their placement, programs may want to think about how daily programming will be affected.

Options for dividing spaces

One option for dividing a large room is to design separate and individual classrooms. Each space is dedicated to no more than eight children and staff and functions autonomously. Another is to design barriers and structures between the rooms so that the majority of the areas are divided allowing a minimal open-connection to another classroom, such as a gated hallway. This model allows for autonomous classroom function but enables rooms to share some resources such as adult work-space or storage closets. Rooms still maintain separate diaper and kitchen areas.

1 GSA, 2005, Section 7.2.4, 78-79.

Questions to Consider for Planning and Programming:

• Is the space divided to ensure autonomy and separation of the two groups so that each group functions separately and is able to meet/maintain the Head Start Performance Standards?

• Does the spaces adequately allow for group size and adult-child ratios that are consistent with the Head Start Performance Standards or State, Tribal, or local regulations the are more stringent than the Performance Standards?

• Does each space meet the minimum requirement of 35 square feet of usable space per child? • If this is a new building or renovation, what input did staff and parents have on the design?

Is the architect and/or builder knowledgeable in early childhood concepts and design? • Does the space meet Americans with Disabilities Act (ADA) requirements? • Do parents and staff need to travel through one “room” to get to another? How does the

traffic pattern affect classroom activities and children’s behavior? • Does the stimulation from noise and lighting support or challenge infants’ and toddlers’

ability to focus on tasks or fall asleep? • Does each space access natural light? • Is the room set up so that infants and toddlers can safely explore? Can the teachers celebrate

mastery rather than prohibit exploration? For example, are the partitions securely attached and stabilized or would they move or topple over when children touch them?

• Does the sleeping area(s) have adequate space allowing for cribs/mats to be spaced 3 feet apart from one another?

Performance Standards, Title 45, Code of Federal Regulations:

• 1304.21(a)(5)(i)-(iii) In center-based settings, grantee and delegate agencies must promote each child’s physical development by: (i) Providing sufficient time, indoor and outdoor space, equipment, materials and adult guidance for active play and movement that support the development of gross motor skills;

(ii) Providing appropriate time space, equipment, materials and adult guidance for the

development of fine motor skills according to each child developmental level; and

(iii) Providing an appropriate environment and adult guidance for the participation of children with special needs.

• 1304.21(b)(1)(i)-(iii) Grantee and delegate agencies’ program of services for infants and toddlers must encourage: (i) The development of secure relationships in out-of-home care settings for infants and toddlers by having a limited number of consistent teachers over an extended period of time. Teachers must demonstrate on understanding of the child’s family culture and, whenever possible, speak the child’s language;

(ii) Trust and emotional security so that each child can explore the environment according to his or her developmental level; and

(iii) Opportunities for each child to explore a variety of sensory and motor experiences with support from teachers and family members.

• 1304.21(b)(2)(i)-(ii) Grantee and delegate agencies must support the social and emotional development of infants and toddlers by promoting an environment that: (i) Encourages the development of self-awareness, autonomy, and self-expression; and

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(ii) Supports the emerging communication skills of infants and toddlers by providing daily opportunities for each child to interact with others and to express himself or herself freely.

• 1304.21(b)(3)(i)-(ii) Grantee and delegate agencies must promote the physical development of infants and toddlers by: (i) Supporting the physical skills of infants and toddlers including gross motor skills, such as

grasping pulling, pushing, crawling, walking, and climbing; and

(ii) Creating opportunities for fine motor development that encourage the control and

coordination of small specialized motions, using the eyes, mouth, hands, and feet.

• 1304.52(g)(4) Grantee and delegate agencies must ensure that each teacher working exclusively with infants and toddlers has responsibility for no more than four infants and toddlers and that no more than eight infants and toddlers are placed in any one group. However, if State, Tribal, or local regulations specify staff: child ratios and group sizes more stringent than this requirement, the State, Tribal, or local regulations must apply.

• 1304.22 (e)(7) Grantee and delegate agencies operating program for infants and toddlers must space cribs and cots at least three feet apart to avoid spreading contagious illness and to allow for easy access to each child.

• 1304.53 (a)(1)-(6) Head Start physical environment and facilities. (1) Grantee and delegate agencies must provide a physical environment and facilities

conducive to learning and reflective of the different stages of development of each child. (2) Grantee and delegate agencies must provide appropriate space for the conduct of all

program activities. (3) The center space provided by grantee and delegate agencies must be organized into

functional areas that can be recognized by the children and that allow for individual activities and social interactions.

(4) The indoor and outdoor space in Early Head Start centers in use by mobile infants and toddlers must be separated from general walkways and from areas in use by preschoolers.

(5) Centers must have at least 35 square feet of usable indoor space per child available for the care and use of children (i.e.: exclusive of bathrooms, halls, kitchen, staff rooms, and storage places) and at least 75 square feet of usable outdoor play space per child.

(6) Facilities owned and operated by Early Head Start and Head Start grantee or delegate agencies must meet the licensing requirements of 45 CFR1306.30.

• 1301.10(a) except as specified in paragraph (b) of this section, the following HHS regulations shall apply to all grants made under the Act: 45 CFR part 84 Nondiscrimination on the basis of handicap in Federally assisted programs. 45 CFR 84.23 New Construction. (a) Design and construction. Each facility or part of a facility constructed by, on behalf of, or

for the use of a recipient shall be designed and constructed in such manner that the facility or part of the facility is readily accessible to and usable by handicapped persons, if the construction was commenced after the effective date of this part.

(b) Alteration. Each facility or part of a facility which is altered by, on behalf of, or for the use of a recipient after the effective date of this part in a manner that affects or could affect the usability of the facility or part of the facility shall, to the maximum extent feasible, be altered in such manner that the altered portion of the facility is readily accessible to and usable by handicapped persons.

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Resources: Early Head Start National Resource Center. Early Head Start Tip Sheet, 9: How Do Programs

Plan and Implement Developmentally Appropriate Environments that Meet the Intent of the Head Start Performance Standards for Infants and Toddlers? DHHS/ACF/ACYF/HSB. 2003.

General Services Administration (GSA) Child Care Center of Expertise. “Interior Space Design,” Chapter 7: Head Start Center Design Guide for Head Start Facilities, 2nd Ed. DHHS/ACF/ACYF/HSB. 2005.

Greenman, Jim. Caring Spaces, Learning Places: Children’s Environments that Work. Richmond, VA: Exchange Press. 1988.

Harms, Thelma, Debby Cryer and Richard M. Clifford. Infant/Toddler Environment Rating Scale - Revised. Teachers College Press: NY, NY. 2006.

Information Memorandum, ACYF-IM-HS-03-06: Final Rule for the Purchase, Major

Renovation and Construction of Head Start Centers. 6/10/03.

Lally, J. Ronald and Jay Stewart, Eds. Infant/Toddler Caregiving: A Guide to Setting Up

Environments. Sacramento: California Department of Education. 1990.

The Program for Infant/Toddler Care (PITC) [videos]. Sacramento: California Department of Education and WestEd.

• Spaces to Grow: Creating a Child Care Environment for Infants & Toddlers.1988.

• Together in Care: Meeting the Intimacy Needs of Infants and Toddlers in Groups. 1992.

11/03 This Tip Sheet is not a regulatory document. Its intent is to provide a basis for dialogue, clarification, and

problem solving among Office of Head Start, Regional Offices, TA consultants, and grantees. If you need further clarification on Head Start Policies and regulations, please contact your Regional Program Specialist.

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EARLY HEAD START

TIP SHEET

No. 17

Learning Areas in EHS Classrooms, November 2003

How do EHS programs divide an infant/toddler classroom into separate learning areas?

Response:

As stated in Head Start Program Performance Standards 1304.53 (a)(3) “the center space provided by grantee and delegate agencies must be organized into functional areas that can be recognized by the children and that allow for individual activities and social interactions.” Infants and toddlers learn and explore most successfully within their relationships with caregivers. Therefore infants and toddlers can most easily focus on particular activities when they have easy visual and physical access to their infant-toddler teachers.

Spaces can be designed to enhance learning for individuals as well as for the group as a whole. It is important to separate messy experiences from neat ones, quiet activities from noisy events, and fine motor from large motor. Such separation can be created by strategic placement of shelves or use of an area rug. Leaving an open area in the center of the room allows toddlers to engage in vigorous walking or pushing activities and creates a space for gross motor equipment such as a tunnel. The equipment in this area can be altered to meet the changing need of the group or individuals.

Areas of learning to be considered include fine muscle manipulation (stacking, sorting, nesting, dumping & filling); dramatic play; reading, sensory and large motor experiences as well as art and music. Learning is enhanced when the room has cozy spaces where infants and toddlers can regulate intense emotions of excitement, sadness, or anger. Of course, areas where daily routines such as eating, sleeping, and diapering occur are equally vital.

Questions to Consider for Planning and Programming:

• Does the spaces adequately allow for group size and adult-child ratios that are consistent with the Head Start Program Performance Standards or State, Tribal, or local regulations the are more stringent than the Performance Standards?

• Does the space meet the minimum requirement of 35 square feet of usable space per child space to ensure sufficient space for routines and learning?

• Does the design and traffic pattern support positive interactions among children providing safety for infants who are practicing sitting, crawling, pulling up as well as space for toddlers to practice walking and pushing or pulling toys?

• Are the partitions between the various areas securely attached and stabilized, prohibiting them from moving or toppling over when children touch them?

• Does the design enable staff to visually monitor children within the various areas while providing cozy spaces for infants and toddlers to have quiet time alone or with a teacher or another child?

• Does the stimulation from noise and lighting support or challenge infants’ and toddlers’ ability to focus on tasks or fall asleep?

• Does the design of the space and choice of learning materials support individualization? How is the group dynamic taken into consideration?

• Are books, toys, and materials consistently placed in the same area of the room so that children know where to find them?

• Does the design of the space provide adequate room for a group of children to engage in the same activity without crowding?

• When the classroom serves mixed age-groups, is it designed to ensure meeting the developmental and safety needs for all of the children?

• Does the environment and design support adult comfort and needs? • Is staff able to comfortably be where the children are playing? • Does the space promote teachers’ interactions with small groups of infants and toddlers? • Are storage areas easily accessible allowing for toys and materials to change when needed?

Performance Standards, Title 45, Code of Federal Regulations:

• 1304.21(a)(4)(i)-(iv) Grantee and delegate agencies must provide for the development of each child’s cognitive and language skills by: (i) Supporting each child’s learning, using various strategies including experimentation,

inquiry, observation, play and exploration;

(ii) Ensuring opportunities for creative self-expression through activities such as art, music, movement, and dialogue;

(iii)Promoting interaction and language use among children and between children and adults; and

(iv)Supporting emerging literacy and numeracy development through materials and activities according to the developmental level of each child.

• 1304.21(a)(5)(i)-(iii) In center-based settings, grantee and delegate agencies must promote each child’s physical development by: (i) Providing sufficient time, indoor and outdoor space, equipment, materials and adult

guidance for active play and movement that support the development of gross motor skills;

(ii) Providing appropriate time space, equipment, materials and adult guidance for the development of fine motor skills according to each child developmental level; and

(iii)Providing an appropriate environment and adult guidance for the participation of children with special needs.

• 1304.21(b)(1)(i)-(iii) Grantee and delegate agencies’ program of services for infants and toddlers must encourage: (i) The development of secure relationships in out-of-home care settings for infants and

toddlers by having a limited number of consistent teachers over an extended period of time. Teachers must demonstrate on understanding of the child’s family culture and, whenever possible, speak the child’s language;

(ii) Trust and emotional security so that each child can explore the environment according to his or her developmental level; and

(iii)Opportunities for each child to explore a variety of sensory and motor experiences with support from teachers and family members.

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• 1304.21(b)(2)(i)-(ii) Grantee and delegate agencies must support the social and emotional development of infants and toddlers by promoting an environment that: (i) Encourages the development of self-awareness, autonomy, and self-expression; and

(ii) Supports the emerging communication skills of infants and toddlers by providing daily opportunities for each child to interact with others and to express himself or herself freely.

• 1304.21(b)(3)(i)-(ii) Grantee and delegate agencies must promote the physical development of infants and toddlers by: (i) Supporting the physical skills of infants and toddlers including gross motor skills, such as grasping, pulling, pushing, crawling, walking, and climbing; and

(ii) Creating opportunities for fine motor development that encourage the control and

coordination of small specialized motions, using the eyes, mouth, hands, and feet.

• 1304.53 (a)(1)-(6) Head Start physical environment and facilities. (1) Grantee and delegate agencies must provide a physical environment and facilities

conducive to learning and reflective of the different stages of development of each child. (2) Grantee and delegate agencies must provide appropriate space for the conduct of all

program activities. (3) The center space provided by grantee and delegate agencies must be organized into

functional areas that can be recognized by the children and that allow for individual activities and social interactions.

(4) The indoor and outdoor space in Early Head Start centers in use by mobile infants and toddlers must be separated from general walkways and from areas in use by preschoolers.

(5) Centers must have at least 35 square feet of usable indoor space per child available for the care and use of children (i.e.: exclusive of bathrooms, halls, kitchen, staff rooms, and storage places) and at least 75 square feet of usable outdoor play space per child.

(6) Facilities owned and operated by Early Head Start and Head Start grantee or delegate agencies must meet the licensing requirements of 45 CFR1306.30.

Resources:

Early Head Start National Resource Center. Early Head Start Tip Sheets. The Early Childhood and Knowledge Center. DHHS/ACF/ACYF/HSB.

• 10: How Can an EHS Program Have a Written Curriculum with Lesson Plans and Still Follow the Baby’s Lead as He/She Creates His/Her Own Curriculum? March 2003.

• 9: How Do Programs Plan and Implement Developmentally Appropriate Environments that Meet the Intent of the Head Start Performance Standards for Infants and Toddlers? March 2003.

Gonzalez-Mena, Janet. Preparing, Ordering, and Maintaining the Environment. Infant/Toddler Caregiving: A Guide to Routines. Sacramento: California Dept. of Education. 1990.

General Services Administration (GSA) Child Care Center of Expertise. “Interior Space Design,” Chapter 7: Head Start Center Design Guide for Head Start Facilities, 2nd Ed. DHHS/ACF/ACYF/HSB. 2005.

Greenman, Jim. Caring Spaces, Learning Places: Children’s Environments that Work. Exchange Press: Richmond, VA. 1988.

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Harms, Thelma, Debby Cryer and Richard M. Clifford. Infant/Toddler Environment Rating

Scale - Revised. Teachers College Press: NY, NY. 2006.

Lally, J. Ronald and Jay Stewart, Eds. Infant/Toddler Caregiving: A Guide to Setting Up

Environments. Sacramento: California Department of Education. 1990.

The Program for Infant/Toddler Care (PITC) [videos]. Sacramento: California Department of Education and WestEd.

• Spaces to Grow: Creating a Child Care Environment for Infants & Toddlers.1988.

• Together in Care: Meeting the Intimacy Needs of Infants and Toddlers in Groups. 1992.

11/03

This Tip Sheet is not a regulatory document. Its intent is to provide a basis for dialogue, clarification, and problem solving among Office of Head Start, Regional Offices, TA consultants, and grantees. If you need further

clarification on Head Start Policies and regulations, please contact your Regional Program Specialist.

4

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This document was prepared under Grant #90HC0005 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, by the National Center on Health.

Fostering a culture of health and wellness for Head Start children, families and staff

Active Supervision A Referenced Fact Sheet from

The Head Start National Center on Health Keeping children safe is a top priority for all Head Start and Early Head Start programs. The Head Start Program Performance Standards require that “no child shall be left alone or unsupervised while under their care” (45 CFR 1304.52[i][1][iii]). But what is active supervision and how will it benefit children and staff? Active supervision is the most effective strategy for creating a safe environment and preventing injuries in young children. Educators from all over the world use this strategy to make sure that children of all ages explore their environments safely. Each program can keep children safe by teaching all educators how to look, listen, and engage.

What is Active Supervision? Active supervision requires focused attention and intentional observation of children at all times. Educators (all Head Start staff who care for children) position themselves so that they can observe all of the children: watching, counting, and listening at all times. They also use their knowledge of each child’s development and abilities to anticipate what they will do, then get involved and redirect them when necessary. This constant vigilance helps children learn safely.

Strategies to Put Active Supervision in Place The following strategies allow children to explore their environments safely. Infants, toddlers, and preschoolers must be directly supervised at all times. This includes daily routines such as sleeping, eating, and changing diapers or using the bathroom. Programs that use active supervision take advantage of all available learning opportunities and never leave children unattended.

Set Up the Environment Educators set up the environment so that they can supervise children at all times. When activities are grouped together and furniture is at waist height or shorter, adults are always able to see and hear children. Small spaces are kept clutter free and big spaces are set up so that children have clear play spaces that educators can observe.

Position Staff Educators carefully plan where they will position themselves in the environment to prevent children from harm. They place themselves so that they can see and hear all of the children in their care. They make sure there are always clear paths to where children are playing, sleeping, and eating so they can react quickly when necessary. Educators stay close to children who may need additional support. Their location helps them provide support, if necessary.

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Scan and Count Educators are always able to account for the children in their care. They continually scan the entire environment to know where everyone is and what they are doing. They count the children frequently. This is especially important during transitions, when children are moving from one location to another.

Listen Specific sounds or the absence of them may signify reason for concern. Educators who are listening closely to children immediately identify signs of potential danger. Programs that think systemically implement additional strategies to safeguard children. For example, bells added to doors help alert educators when a child leaves or enters the room.

Anticipate Children’s Behavior Educators use what they know about each child’s individual interests and skills to predict what they will do. They create challenges that children are ready for and support them in succeeding. But they also recognize when children might wander, get upset, or take a dangerous risk. Information from the daily health check (e.g., illness, allergies, lack of sleep or food, etc.) informs educators’ observations and helps them anticipate children’s behavior. Educators who know what to expect are better able to protect children from harm.

Engage and Redirect Educators use active supervision skills to know when to offer children support. Educators wait until children are unable to solve problems on their own to get involved. They may offer different levels of assistance or redirection depending on each individual child’s needs.

What Does Active Supervision Look Like? To understand what active supervision might look like in your program, consider the following example. As you read the vignette, identify the specific strategies used in the bolded text. Maria and Yasmin have taken their class of 3 year olds out to the playground for outdoor playtime. The 15-foot square playground has a plastic climber, a water/sand table, and a swing set. Maria and Yasmin stand at opposite corners of the playground to be able to move quickly to a child who might need assistance.1 The children scatter through the playground to various areas. Some prefer the climber, while others like the swings. Many of the children play with the sand table because it is new. Maria and Yasmin have agreed on a supervision plan for the children they will observe2 and are always counting the children in the areas closest to them, occasionally raising their fingers to

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show each other how many children are close to them.3 This helps them keep track of where the children are, and to make sure no one is missing. If one child moves to a different area of the playground, they signal each other so that they are both aware of the child’s change in location.4 Maria has noticed that Felicity loves to play in the sand table. She hears children scolding each other5 and notices that Felicity throws the toys without looking. As Maria sees Felicity and Ahmed playing at the sand table, Maria stands behind Felicity and suggests she put the toy back in the basket when she is done with it.6 By remaining close, she is also able to redirect Ahmed who has never seen a sand table before and throws sand at his classmates.7 Kellan has been experimenting with some of the climbing equipment and is trying to jump off the third step onto the ground. While he is able to do this, some of the other children whose motor skills are not as advanced also try to do this. To help them build these skills, Yasmin stands close to the steps on the climbing structure.8 She offers a hand or suggests a lower step to those who are not developmentally ready.9 Maria and Yasmin signal to each other 5 minutes before playtime is over, then tell the children they have 5 minutes left to play. When the children have 1 minute left, Maria begins to hand out colors that match color squares they have painted on the ground.10 She asks Beto, a child who has trouble coming inside from play time, to help her.11 When the children are handed a colored circle, they move to stand on the colored spot on the playground. As the children move to the line, Maria guides them to the right spot.12 When all the children are in line, both Maria and Yasmin count them again. They scan the playground to make sure everyone is in place, then move the children back into the classroom.13 They also listen to be sure that they do not hear any of the children still on the playground.14 Yasmin heads the line and Maria takes the back end, holding Beto’s hand.15 When they return to the classroom, there are spots on the floor with the same colors that were on the playground. The children move to stand on their matching color in the classroom.16 Maria and Yasmin take a final count, then collect the circles, and begin the next activity.17 Both Yasmin and Maria are actively engaged with the children and each other, supporting the children’s learning and growth while ensuring their safety. They use systems and strategies to make sure they know where the children are at all times, and to support children in developmentally appropriate risk-taking and learning.

1. Position staff 7. Engage & redirect 13. Scan & count 2. Set up the environment 8. Anticipate 14. Listen 3. Scan & count 9. Engage & redirect 15. Engage & redirect 4. Scan & count 10. Set up the environment 16. Set up the environment 5. Listen 11. Engage & redirect 17. Scan & count 6. Anticipate 12. Engage & redirect

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Self-Reflection Tool Questions to Help You Assess Active Supervision Practices

How do we teach active supervision strategies and support educators to apply these skills in everyday practice? How do we arrange the space to create a safe environment in classrooms, playgrounds, and family child care so that it is easy for educators to observe children? How do we make sure that educators position themselves to be able to see the children at all times and quickly get to those who need assistance? How do we ensure that educators continually scan and count children during both indoor and outdoor play? How do educators assess individual children’s skills and abilities, adapt activities to avoid potential injuries, and use their observational skills to anticipate when a child may need closer supervision? How do educators engage and redirect children who need additional support?

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To understand how this approach will work for you, consider the following tool.

Active Supervision Implementation Plan Key Strategy Current Practice Action Steps Set up the environment

Position staff

Scan and count

Listen

Anticipate children’s behavior

Engage and redirect

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Resources Relevant Head Start Program Performance Standards

45 CFR 1304.52(i)(1)(iii) 45 CFR 1304.53(a)(9) 45 CFR 1306.32(a) 45 CFR 1306.35(a)(3)

Cryer, D., Harms, T., & Riley, C. (2008). All about the ECERS-R. New York, NY: Teachers College Press. National Resource Center for Health and Safety in Child Care and Early Education. (2011). Caring for our children. HHS/HRSA/MCHB. Retrieved from: http://nrckids.org/CFOC3/ Northern Health. (2011). Supervision of Children.. Retrieved from: http://www.northernhealth.ca/Portals/0/Your_Health/Programs/Community%20Care%20Licensing/Supervision%20of%20Children%2010-410-6024.pdf Sonja Tansey; for National Childcare Accreditation Council (Australia). (2010). Effective Supervision. Retrieved from: http://ncac.acecqa.gov.au/educator-resources/factsheets/oshcqa_factsheet2.pdf Tanah Merah Child Care Centre (Australia). (2011). Supervision Policy. Retrieved from: http://www.tanahmerahchildcare.com.au/uploads/supervision_policy.pdf

http://nrckids.org/CFOC3/http://www.northernhealth.ca/Portals/0/Your_Health/Programs/Community%20Care%20Licensing/Supervision%20of%20Children%2010-410-6024.pdfhttp://www.northernhealth.ca/Portals/0/Your_Health/Programs/Community%20Care%20Licensing/Supervision%20of%20Children%2010-410-6024.pdfhttp://ncac.acecqa.gov.au/educator-resources/factsheets/oshcqa_factsheet2.pdfhttp://ncac.acecqa.gov.au/educator-resources/factsheets/oshcqa_factsheet2.pdfhttp://www.tanahmerahchildcare.com.au/uploads/supervision_policy.pdf

Early Head Start National Resource Center

Technical Assistance Paper No. 14

SUPPORTINGOUTDOORPLAY and EXPLORATIONfor INFANTS and TODDLERS

Technical Assistance Paper No. 14Supporting Outdoor Play and Exploration for Infants and Toddlers

This document was developed by the staff of the Early Head Start National ResourceCenter in collaboration with the Office of Head Start. The contents of the paper are notintended to be an interpretation of policy.

Early Head Start National Resource Center1255 23rd Street, NW, Suite 350Washington, DC 20037

Phone: 202-638-1144Fax: 202-638-0851http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/center

U.S. Department of Health and Human ServicesAdministration for Children and FamiliesOffice of Head Start2013

Prepared for the Office of Head Start, under contract # HHSP23320100009YC, by theEarly Head Start National Resource Center at ZERO TO THREE.


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INTRODUCTION

Head Start and Early Head Start (EHS) have longrecognized the importance of outdoor play experi-ences and appropriate, safe outdoor play spaces foryoung children. Two Head Start Program Perform-ance Standards—1304.21(a)(5)(i) (center-based set-tings) and 1304.21(a)(6) (home-based settings)—specifically address providing time and opportuni-ties for outdoor active play and guidance in thesafe use of equipment and materials. A number ofstandards focus on the outdoor play space.1 Stillothers, although not specific to the outdoors, speakto developmental and learning opportunities forinfants and toddlers that could easily take placeoutdoors, thus taking advantage of the uniquequalities that the outdoors offers.2

But why should we focus on infants’ and toddlers’contact with the outdoors? What do the youngestchildren gain from outdoor experiences? Whatcan EHS and Migrant and Seasonal Head Start(MSHS) leaders do to help staff and families fullyengage infants and toddlers in outdoor play andexploration in center-based, family child care andhome-based programs? This technical assistancepaper explores the benefits of outdoor time forinfants and toddlers and provides suggestions for

creating outdoor play spaces, safety considerations,and strategies and policies that support this impor-tant part of quality infant–toddler programming.

THE CURRENT STATE OFOUTDOOR PLAY ANDEXPLORATION IN THEUNITED STATES

According to research in the past 10 years,3 youngchildren are spending less time outdoors engagingin active play and exploring the natural world.Researchers have identified a number of reasons forthis decline, including: adult fears about crime andsafety; increased use of television, computer games,DVDs, and other digital media; more time spentindoors in structured activities; child carearrangements with limited free time; and lossof natural habitats.

There is growing consensus among educators,health and mental health professionals, and otherchild advocates that this trend has significantadverse effects on young children’s health anddevelopment. For example, Richard Louv, achild advocacy expert, worries that children aredisconnecting from the natural world, a conditionhe calls “nature-deficit disorder.”4 According to hisresearch, nature-deficit disorder contributes to arise in obesity, depression, and attention disorders,and as young children “spend less and less of theirlives in natural surroundings, their senses narrow,physiologically and psychologically . . . .”5Childhood obesity is of particular concern. Studies6show that, as young children’s lives become morerestricted and inactive, they suffer from obesity inrecord numbers. Obesity is a major health concernbecause it is connected to diabetes and othersignificant health problems. Concerned healthprofessionals, educators, and parents are lookingfor ways to reverse this alarming trend.

1Head Start Program Performance Standards, 44–45.2Ibid., 28–29.3Clements, “Status of Outdoor Play,” 68; Ginsberg, “No Child Left Inside,” 3–5; Hastie and Howard, “Prescription for Healthy Kids”; The Henry J. Kaiser Family Foundation, “New Study”;Thigpen, “Outdoor Play: Combating Sedentary Lifestyles,” 19–20.4Louv, Last Child in the Woods.5Ibid., Introduction.6Milano, “Defense Against Childhood Obesity,” 6; Head Start, Body Start, “Outdoor Play Benefits.”

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EHS and MSHS programs play an important role instrengthening infants’ and toddlers’ connections tothe outdoors. Program leaders do this by workingcollaboratively with staff and families to fullyembrace and support outdoor play and explo-ration. A key part of that work is increasingawareness of how outdoor play and explorationbenefit young children.

BENEFITS OF OUTDOOR PLAYAND EXPLORATION

Supporting Outdoor Play and Exploration for Infants and Toddlers • TA Paper 14

Children can . . .

Encounter the way that sunshine splintersinto a hundred fragments of light as it streamsthrough a willow hut . . .

feel the soft touch of a summer breeze as itwhispers through tallgrass prairie . . .

smell the scent of fresh rain while splishsplashing through a puddle . . .

wonder at a strand of dew drops . . .

hear the thwump, thwump, thwump of a lowflying bird.

(Used with permission from Beth Walling[EHS National Resource Center, 2011])

Going outside improveschildren’s health

There is strong evidence that young childrenexperience significant health benefits fromspending time outdoors. For example:

• Young children are more likely to engage in thekinds of vigorous, physical play that strengthenstheir hearts, lungs, and muscles.7 Regularlyspending time outdoors increases opportunitiesfor infants and toddlers to freely crawl, toddle,walk, climb, and run. In addition to improvinglarge motor skills, vigorous physical activityimproves children’s overall fitness level. It is alsoan important defense against childhood obesity.

• Spending time outdoors strengthens youngchildren’s immune systems. They experiencefewer illness-related absences from child carewhen they have daily opportunities to playoutside.8

• There is increasing concern that infants, toddlers,and older children are deficient in vitamin D.9Vitamin D is needed to absorb calcium, whichstrengthens teeth and bones. One of the easiest,most natural, and cost-effective ways of gettingvitamin D is through a few minutes of sunshineeach day.

• Spending time outdoors positively affects youngchildren’s sleeping patterns. Natural sunlighthelps regulate and balance sleep–wake cycles.10

• Children who play outdoors are less likely tobe nearsighted. Direct exposure to the bright,natural light that comes from being outside maystimulate developing eyes in important wayssuch as “maintaining the correct distancebetween the lens and the retina—which keepsvision in focus.”11

• Children who are diagnosed with attention–deficit/hyperactive disorder (ADHD) and whoregularly play in outdoor environments with lotsof green (e.g., open, grassy fields; trees), havemilder ADHD symptoms than those who play

7Thigpen, “Outdoor Play: Combating Sedentary Lifestyles,” 19.8Sennerstam, “Absence Due to Illness,” 88.9“Children Low in Vitamin D”; Huh and Gordon, “Vitamin D Deficiency in Children,” 161.10Naturopathic Health Foundations, “Time Spent Outdoors.”11Aamodt and Chang, “Sun Is Best Optometrist.”


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indoors or in built outdoor environments suchas playgrounds with stationary playgroundequipment.12

• Time spent outdoors provides children withprotection against life stresses and a generalsense of peace and well-being.13

• There is even some evidence that playing in thedirt exposes children to a specific type of bacteriathat may reduce anxiety and improve the abilityto learn new tasks!14

Going outside strengthenschildren’s development

Young children also benefit developmentally fromoutdoor play and exploration. Researchers haveidentified a number of developmental benefits,15including the following:

• Increased creativity and imagination;• Development of a sense of wonder (wonder isan important motivator for lifelong learning);

• Increased social interactions between children;• Enhanced opportunities to make decisions, solveproblems, and collaborate with peers, which alsopromote language and communication skills;

• Improved awareness, reasoning, and observationskills; and

• Positive effects on children’s ability to focusand pay attention.

Going outside builds children’sconnection to nature

In the outdoors, infants and toddlers learn aboutnature and begin to develop a connection withand appreciation for the natural world. With the

support of caring adults, infants and toddlersexperience and learn about weather and seasonsand discover plants, bugs/insects, and wildlife thatlive and grow in their communities. They learnabout life cycles and how plants and animalsdepend on each other for survival.16 They learnthat nature is everywhere and that everyone is apart of nature.17

These early outdoor experiences are importantbecause attitudes about nature are formed early.Infants’ and toddlers’ positive experiences withnature will likely play a part in how they come tovalue and care for the natural environment as theyget older and throughout their lives.18 These experi-ences may also be important from a more basichuman level. Biologist Edward O. Wilson’s biophiliahypothesis suggests that humans are born with anattraction to nature and that the desire to connectbegins in early childhood.19 Enabling infants andtoddlers to explore and enjoy the outdoorsacknowledges and honors this inborn attraction.

Going outside extends curriculumfor infants and toddlers

Spending time outdoors is a rich and importantpart of the daily curriculum for infants and tod-dlers. From the very beginning, young childrensatisfy their curiosity by exploring through theirsenses; being outside “presents a new world ofsights, sounds, smells, and tactile experiences.”20Regardless of whether children live, in urban,suburban, or rural communities, the outdoor worldprovides opportunities to observe, discover, andlearn that are not available indoors.

The following are examples of concepts and skillsthat young children can learn through outdoorexperiences.

12University of Illinois at Urbana–Champaign, “‘Green time’ Linked to Milder Symptoms.”13White, “Young Children’s Relationship With Nature.”14American Society of Microbiology, “Can Bacteria Make You Smarter?”15Moore and Cooper Marcus, “Healthy Planet, Healthy Children,” 157–158; White, “Young Children’s Relationship With Nature.”16Torquati et al., “Environmental Education,” 8.17Ibid., 10.18White, “Young Children’s Relationship With Nature.”19Shillady, Young Children and Nature, 2; David Orr, The Biophilia Hypothesis.20Thigpen, “Outdoor Play: Combating Sedentary Lifestyles,” 19.


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Social–emotional

Infants and toddlers learn to play with each otherwhen they take turns using pails and shovels, sharea ride in a wagon, and chase each other. Throughdirect hands-on experiences, young children learnto be gentle with living things and with each other.“Deep bonds can form between children or childand adult when they share experiences with nature.When children have daily opportunities to care forplants, trees, animals, and insects, they practicenurturing behaviors that help them interact inkind and gentle ways with people as well.”21

Physical

Because outdoor play spaces are often more variedand less structured than indoor spaces,22 infantsand toddlers have more freedom of movement todevelop their gross motor skills in novel ways suchas crawling or rolling on grassy hills, standingand balancing on bumpy or unlevel surfaces,and jumping over puddles and sidewalk cracks.Small-motor muscles are developed as childrenpick up and fill containers with natural objects andmaterials and dump them out, hold paintbrushesas they paint walls with water, and carefully pickup bugs and worms using a pincer grasp.23

Cognitive

Contact with the outdoors helps infants andtoddlers learn concepts such as cause and effectand making connections. As they experience andpractice dressing and undressing, infants andtoddlers learn which clothes to wear for differenttypes of weather.24 They learn that the sun driespuddles and melts snow, and that wind makesthings move. Infants and toddlers learn importantscience concepts as they explore the properties ofnatural objects and materials and notice how thingsare the same and different, experiment with using

tools (for example, shovels and sticks) for differentpurposes, and predict if and where they will seeworms after it rains. They gain spatial awareness(a foundational geometry concept) as they movetheir bodies though space in different ways andat different speeds, and observe the world fromdifferent perspectives—lying on their backs on ablanket, standing on top of a hill, or swingingback and forth in a swing or hammock.25

Language

Infants and toddlers can use their “outdoor” voiceswithout disturbing others as well as their “indoor”ones.26 As adults converse with them about theoutdoor environment, infants and toddlers learnnew words, use those words to talk about interest-ing things they see, and ask questions. They noticedifferent sounds and learn to identify and tell themapart (noticing and discriminating sounds is afoundational skill for later literacy development).Books take on an extended role when adults helpchildren begin to connect ideas in books, such asfictional animals, with experiencing live animalsoutdoors.27

To sum up, access to the outdoors and time spentin outdoor play and exploration is important tothe health, development, and well-being of infantsand toddlers. The next two sections of this paperdiscuss considerations for policies, practices, andstrategies to support outdoor time and play.

21Rosenow, “Learning to Love the Earth,” 4.22Burdett and Whitaker, “Resurrecting Free Play,” 48.23Trister Dodge et al., The Creative Curriculum, 366; Post et al., Tender Care and Early Learning, 253.24Trister Dodge et al., The Creative Curriculum, 366.25Post et al., Tender Care and Early Learning, 253.26Ibid.27Trister Dodge et al., The Creative Curriculum, 366.


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CONSIDERATIONS FOR CREATINGSAFE OUTDOOR PLAY SPACES

What makes a good outdoor play space for infantsand toddlers? Good outdoor play spaces:

• Provide safe but stimulating places to playand explore;

• Accommodate the differing needs, skills, andinterests of young infants, mobile infants, andtoddlers, including those with disabilities;

• Support nurturing adult–child interactions;• Accommodate adult needs for comfort;• Reflect staff and family beliefs, values, andculture; and

• Incorporate natural elements and nativeplant life.

During an outdoor socialization experience,18-month-old Carrie toddles over to the vegetablegarden that a group of home-based families plantedduring a series of socializations. Nadine (her mom),Lawrence (her dad), and Tanya (their home visitor)follow her. Nadine asks Carrie if she would like totaste a pea pod. Carrie smiles but doesn’t respond.Tanya bends down and picks a pea pod. She encour-ages Nadine and Lawrence to do the same. Tanyasays, “Watch! Your mommy, daddy, and I aregoing to eat a pea pod!” They bite into the pods.“Hmmm,” says Tanya, “this pea pod is good andcrunchy!” “My pea pod tastes so sweet! You wouldlike it, Carrie. Want to try one?” asks Nadine.Carrie looks at her mom’s face, reaches her hand out,and plucks a plump pea pod off the vine. She takes abite and smiles as she chews. “Pea pa,” she says.“Do you like it?” asks Lawrence. “I think you do.You’re smiling!” “Pea pa,” says Carrie again.Nadine, Lawrence, and Tanya smile at each other.Carrie has tried a new food and said a new word!

As in the scenario given earlier, program leaders,staff, and families consider what they want infantsand toddlers to experience in the outdoor space.They decide on the materials, equipment, andother space design elements that support theseexperiences as well as fit the size, shape, andphysical features of the space and the climate of thelocation. In other words, programs individualizetheir outdoor play spaces. Whether programsmodify an existing space or create a new one,designing outdoor play spaces provides awonderful opportunity to involve families andcollaborate with local resources such as agriculturalextension agencies, plant nurseries, landscapeprofessionals, playground architects, artists,civic organizations, and businesses.

The site design chapter of the Head Start DesignGuide (pp. 51–65) provides important guidancefor the design of safe and engaging outdoor playspaces, including considerations for infants andtoddlers. Although the information is specific tocenter-based programs, home-based and familychild care program leaders, staff, and families mayalso find the information useful in thinking aboutways to enhance backyards, side yards, front yards,and outdoor space that is set aside for groupsocialization events. In addition, the Appendixof this paper contains additional outdoor playspace design considerations that supplement the


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information in the Head Start Design Guide. Again,programs that are not center based are encouragedto review the information and consider how thedesign elements might apply to their particularoutdoor spaces.

A closer look at safety considerations

Perhaps the most common concern—and onethat often limits outdoor play—is safety. Infantsand toddlers are little scientists. They activelyinvestigate the world using all their senses andseem to have no fear when it comes to exploringwith their hands, mouths, or entire bodies. Infantsand toddlers do not yet understand what is safe ornot safe or how to protect themselves. They needresponsible adults to minimize outdoor healthand safety risks and eliminate the most dangeroushazards so that they can explore and play safely.At the same time, it is important to realize that noone can completely eliminate every possible risk,nor should every risk be eliminated. Minor bumps,cuts, scrapes, and bruises are a part of normalchildhood. Some risk taking is important andnecessary for young children’s growth anddevelopment.28 Risk taking teaches young childrenabout what is possible as well as what is not. Risktaking also sets the stage for being able to deal withchallenging situations later in life. In addition, whatis considered safe or unsafe depends, in part, onchildren’s ages and developmental levels (e.g.,sand is considered safe for toddlers but not foryoung infants, even with close supervision).

There are two important steps that EHS and MSHSprogram leaders, staff, and families may take tobalance outdoor play and exploration with safety.First, reach a common understanding of what itmeans to keep infants and toddlers healthy andsafe while providing appropriate challenges(identify the benefits of risk taking and what arereasonable risks). Second, work with the HealthServices Advisory Committee (HSAC) to develop,revise, and implement safe practices and

procedures that support children’s development,respect staff and families’ beliefs about safe out-door play and exploration, and follow the HeadStart Program Performance Standards,state/local/tribal licensing, and other protectiveregulations.

Examples of outdoor policies to consider include:

• A realistic weather policy that defines when itis acceptable and unacceptable to take childrenoutside. Outdoor experiences can take place in allkinds of weather conditions including rain, snow,heat, cold, and wind as long as commonsenseprecautions and safety procedures are taken. Forexample, monitor air quality. Some air qualitylevels pose significant health and safety risks foryoung children and adults. Do not take childrenoutside when there are blizzards, lightningand thunderstorms, and extreme hot or coldtemperatures. Also, include recommendations forthe types of clothes for children and adults thatare appropriate for different weather conditions,and make extra outdoor clothing available forchildren and adults. It is the lack of appropriateclothing that often gets in the way of goingoutside or reduces time spent outside ratherthan the weather condition itself.29

• Use of sunscreen, bug repellent, and otherprotective substances.

• Safe, sanitary water play. Note that water-filledwading pools are often not recommendedbecause of serious health and safety issues.However, programs should check with their localor state licensing agency for clarification.

• Appropriate storage of medications that mustbe available when children are outdoors; forexample, EpiPens® and inhalers for children withallergies and asthma that must be maintained atthe proper temperatures.

• How to handle insect bites and stings.• What to have in an outdoor first aid kit (thismay vary depending on state or local licensingstandards).

28Almeras, Creating a Nature-Based Culture, slides 34–36.29Williams, “Exploring the Natural World,” 21.


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In addition to outdoor policies, there are otherimportant safety practices and procedures toconsider, especially as they relate to the outdoorplay space. The following selected practices andprocedures, based on the Head Start ProgramPerformance Standards, are relevant for center-basedprograms with dedicated outdoor play spaces.However, program leaders, staff, and familiescan also consider how they might be applied tobackyards, public playgrounds, and other spacesthat infants, toddlers, and their families use foroutdoor play and exploration.

Maintenance of the outdoor space

Inspect outdoor space and equipment. Lookfor signs of wear (e.g., loose chains), exposedhazards (e.g., bolts and splinters), and hazardousmaterials (e.g., poisonous, sharp, or chokinghazards; buried objects; animal feces; rodents).Consider having choke tubes on hand to testpotential choking hazards. If sand areas orsandboxes are part of the program’s dedicatedoutdoor space, cover them when not in use. Whenweather conditions warrant, check for ice onequipment, paths, and riding surfaces in winteryconditions and excessively hot equipment andsurfaces in sunny, hot conditions.

Appropriate supervision

Appropriate supervision is essential in keepingchildren safe outdoors. Make sure that the 1:4staff:child ratio is maintained at all times, thatchildren can always be seen and heard, and thatadults use the time to observe children and engagewith them rather than visiting with each other.During socializations, parents should interact oneon one with their child. As appropriate, ensure theavailability of extra adults (e.g., staff, volunteers,floaters, parents) to help take infants and toddlersoutside. Monitor the number of children using thespace at one time to avoid overcrowding. Accidentsand injuries are more likely to happen if childrenare too crowded. Provide mobile phones or walkie-

talkies to enable quick and easy communicationbetween adults outside, adults inside, and, ifnecessary, emergency services.

Layout of outdoor space

Similar to placement of active and quiet areas in theindoor environment, consider placing more activeareas and equipment away from less active areas.For example, place swings and bike paths towardthe edge of the outdoor space. Surround activeequipment with a minimum 48-inch use-freezone that is clear of other equipment from everydirection. Make sure paths are clear and that younginfants are out of the activity flow. Best practicesuggests that outdoor space for infants be separatebut near space for toddlers, “providing visual andaudible connections but limited physical contact.”30

30Head Start Design Guide, 58.


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Surface drainage

Standing water that does not drain is a hazardousbreeding ground for mosquitoes and can transmitgerms. Regardless of the type of surface used in theoutdoor space, make sure that water can drain offor through it.

Resilient surface

Equipment that children climb on should haveresilient surfaces (ones that absorb shock) beneaththem; these types of surfaces reduce the impactfrom falls. Examples of approved resilient surfacesinclude pre-engineered wood chips, preformedrubber matting, and poured-in-place rubberizedsurfaces. See pp. 63–64 of the Head Start DesignGuide for additional information about resilientsurfaces.

Protection from excessive wind anddirect sunlight

Make sure that there are areas where children areshielded from wind and sunlight. Shade may beprovided in a variety of ways, including porches,gazebos, exterior screened rooms, awnings,umbrellas, and trees. Shade areas should providea minimum of 6 feet of shade in all directions.31

Safe, developmentally appropriateequipment

Equipment should be appropriate for the size andskills of infants and toddlers and should meet allrelevant safety regulations such as those providedby the Consumer Product Safety Commission forexposed surfaces, spacing (not allowing headentrapment or strangulation), materials, design,and location. Equipment for toddlers shouldprovide enough challenge to keep them interestedand engaged.

Some pieces of equipment do not work well forinfants and toddlers.32 These include:

• trampolines;• teeter-totters;• belt swings;• single-chain tire swings; and• enclosed tunnel slides (these tunnels make itdifficult to observe children, and a child climbingabove the enclosed slide could fall on top ofanother child at the tunnel exit).

When availability of outdoor play spaceis an issue

Outdoor play and exploration experiences maytake place in different types of spaces and places.However, some programs are challenged withlimited outdoor play space, lack of outdoor playspace, or few safe places to go. In these situations,it is especially important for program leaders, staff,and families to find ways of providing infants andtoddlers with experiences that connect them withnature and opportunities for some active outdoorplay and exploration. Although there may be noeasy answers, it is still important to figure out whatmight be reasonable and appropriate for programsand families, given less-than-ideal circumstances.Here are some possible options:33

• Use sidewalks as paths for wheeled toys andequipment.

• Use sides of buildings as art walls.• Provide loose parts (see sidebar) to transformthe space.

• Add logs, tree stumps, and smooth boulders tocreate new spaces and provide large-motorexperiences.

• Use neighborhood resources such as recreationcenters, parks, open fields, and school or publicplaygrounds. Create a “playground-in-a-box”;

31Ibid., 63.32Greenman et al., Prime Times, 297; Head Start Design Guide, 58.33Greenman, Caring Spaces, Learning Places, 321; Greenman et al., Prime Times, 298, 322.


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for example, a wheeled utility cart filled withblankets, a parachute, milk crates, balls, andother toys and equipment that can be taken to amore open space.

• Take children on short outings using wagons,buggies, and strollers. Allow children who canwalk to do so for at least part of the time so thatthey get the benefit of the physical exercise.

• Locate and use community gardens.• Plant flowers in flower boxes and small gardensin wash tubs that are safely accessible to childrenand adults.

• Hang bird feeders, wind chimes, and bannersoutside windows where children can see them.

• Bring nature inside. For example, grow pottedplants in small containers and, as appropriate,allow children to help care for the plants. Putbuckets or other containers outside when it rainsor snows, and then bring them in to see howmuch rain or snow was collected. Where possibleand safe for children, open windows to allowfresh air to come in. Provide safe, natural objectsand materials for infants and toddlers to exploreunder supervision, such as pine cones, small treecookies (cross-sections of branches that showgrowth rings), twigs, leaves, snow, dirt, acorns,rocks, and shells. Make sure that natural objectsare safe and appropriate for the age and develop-mental level of the children. Keep in mind thatobjects that may be safe for older toddlers toexplore are not safe for younger children.

• Draw children’s attention to natural events theycan see through the window, such as rain, snow,lightning, or wind blowing leaves. Invite childrento touch window panes to see if they are warm orcold. Point out and describe changes in outdoorconditions; for example, how the amount ofshady or sunny places changes depending on thetime of day or how the light changes whenclouds cover the sun.

Loose parts

Staff and families, whether in center-based, home-based, or family child care programs, can enhance out-door play opportunities for infants and toddlers withloose parts.34 The term loose parts refers to “easilymoved materials that may be used by children whileplaying.”35 For infants and toddlers, loose parts are toysand materials that are safe, not fixed in place, and thatcan be used in many ways. Loose parts are materialsthat children collect, put together, mix, separate, stack,fill and dump, and line up. Indoor toys, equipment, andmaterials that are brought outside are considered looseparts; so are natural materials such as tree cookies,stones, twigs, seed pods, leaves, water, and sand.Other ideas for loose parts include the following:• fabric;• rope;• containers;• Polyvinyl chloride (PVC) pipes;• sponges;• wagons;• small sleds;• plastic milk crates;• backpacks; and• wide sanded boards that are short enough fortoddlers to pick up, carry, or drag.

Loose parts are important for a number of reasons.36For example, they:• Encourage children to manipulate the environmentand provide opportunities for creativity andproblem solving.

• Provide children with age-appropriate materials.Because these materials can be used in a variety ofways, each age group uses the materials in waysthat are appropriate for that group.

• Add novelty into the outdoor play environment.This is important for cognitively higher levels of play,such as symbolic play.

• Foster a wide variety of play behaviors, such asdumping and filling; lifting, moving, and carrying;and pretend play, parallel play, and cooperative play.

34Dempsey and Strickland, “Why to Include Loose Parts”; Greenman et al., Prime Times, 29735Dempsey and Strickland, “Why to Include Loose Parts.”36Ibid.


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In some programs, families may be particularlyaffected by unsafe neighborhood conditions andreluctant to take their children outside as part ofthe family’s daily life. The most important thingto do is to talk with families about what ismeaningful, realistic, and possible for them andtheir children. Some of these suggestions might beappropriate for families to try. In some cases, theremay be parks, playgrounds, or other communityresources that are safely accessible to families. Visitthem with family members. Talk about ways thatsimple toys and materials such as boxes, pots,small wash tubs, and buckets might be used withchildren outdoors and where that play could takeplace, even for a short period of time.

STRATEGIES FORMAXIMIZINGOUTDOOR LEARNINGOPPORTUNITIES FOR INFANTSAND TODDLERS

Delora, a family child care provider, sees a small,green lizard perched atop a boulder she has placed ina sunny corner of her yard. She picks up 10-month-old Alicia and points to the reptile. “See the lizard?It’s sitting on the boulder. Es una lagartija. Miracomo mueve su cola larga.” After a moment, thelizard turns and scurries off. Alicia’s eyes widen.“The lizard ran away,” says Delora. “It moved fastdidn’t it? I wonder where it went. Let’s go look forit.” Delora carries Alicia over to the boulder, kneels,and sets her down on the grass. Alicia crawls to theboulder, places her hands on it, and pulls up tostanding. They spend a few minutes looking aroundthe boulder. Delora says, “I don’t see the lizard, doyou?” Alicia looks at Delora, then looks down at theground. Delora says, “I have an idea. Let’s go sit inthe hammock and look the picture book we madeabout our backyard lizards.”

The outdoors offers rich learning opportunitiesfor infants and toddlers. Whether in outdoor playspaces, backyards, parks, or on front stoops, theseopportunities take shape and place within thecontext of relationships and interactions betweencaring, supportive adults and children. Infantsand toddlers take their cues from the importantadults in their lives; they are more likely to respondpositively and explore the outdoor environmentwhen adults plan for, model, and support thoseexplorations. Because staff and families playsuch an important role in connecting infants andtoddlers to nature and the outdoors, it is importantfor program leaders to consider ways to facilitateand strengthen adult engagement with outdoorplay and exploration.

37Almeras, Creating a Nature-Based Culture, slides 24, 32.


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Create a program culture that supportsoutdoor play and exploration

EHS and MSHS professionals typically recognizethe importance of creating safe, nurturing, andinviting indoor environments where infants andtoddlers can thrive and explore. Much attention isgiven to how the space is arranged; selectingequipment and materials; and providing appropri-ate, individualized experiences. Is the same true ofthe outdoor setting? Is there an explicit emphasison the importance and value of daily contact withnature and outdoor play and exploration? Do staffand families understand and “buy in” to this aspectof quality programming for infants and toddlers?One way to build support and understanding is todevelop a philosophy statement that describes theprogram’s beliefs.37 Having a defined philosophystatement that is supported by program leadershipand policies can guide program practices byproviding a framework for intentional planningand teaching. Consider the following process fordeveloping the philosophy statement.

• Solicit input from staff and families. Provideinformation and resources as needed to facilitatethe conversation.

• Involve staff and families in writing and/orreviewing the statement to increase consensusand “buy in.”

• Once it is finalized, post the statement wherefamilies and staff can see it. Consider including itin the parent handbook, newsletters, and otherdocuments that describe the program. Make sureit is translated into families’ home languages.

• Share and discuss the statement during newstaff and family orientations, staff and parentmeetings, home visits, and group socializations.

Hire “outdoor-friendly” staff

Program leaders can identify staff who are excitedabout outdoor play during the interview process.To learn about what potential staff think aboutmaking the most of daily outdoor time, addquestions to the interview such as:

• Why is outdoor play important for infantsand toddlers?

• How often do you think infants and toddlersshould be outside? Why?

• Describe your ideal outdoor play space forinfants and toddlers.

• Describe how you plan for outdoor learningopportunities.

• What are your favorite things to do outside?With children?

• What are some challenges to taking infants andtoddlers outside? How would you deal withthese challenges?

• How would you address families’ concerns aboutoutdoor play such as taking children outdoors inthe rain or engaging in messy experiences such asplaying with sand and/or water and digging inthe dirt?

Some adults are comfortable with the outdoors andinteracting with nature. They are willing and eagerto facilitate young children’s exploration of naturalelements such as nonhazardous plants, animals,and bugs/insects; dirt and mud; rain and snow;water; shells and stones. Some adults are lesscomfortable or even fearful. For example, someadults have intense, negative reactions to worms,slugs, grasshoppers, praying mantises, andladybugs (all of which are harmless). Some areafraid of birds. Others do not like messy activitiesthat involve dirt, sand, or mud. Adults who areuncomfortable or fearful may pass their discomfortand fear to young children; in turn, young childrenmay become uncomfortable with, or even afraid of,being outside. All adults have a responsibility to


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keep infants and toddlers safe. However, somediscomfort and fears are more a matter of personaltaste or beliefs rather than actual risk. Programleaders can talk with staff and families about safeexploration of the natural world (what is safe, forwhom is it safe) and provide information aboutplants, animals, and bugs/insects that are safe andnot safe to handle. Program leaders may also usesupportive strategies such as reflective supervisionand coaching to work with staff and familymembers whose discomfort or fear may interferewith or prevent children’s nature explorations.

• Try the following strategies for addressing adultdiscomfort with the outdoors:

• Invite staff and/or families to reflect on their ownchildhood experiences with the outdoors.

• Recognize and validate people’s fears. It maytake more than reassurance that something is safeto increase comfort levels.

• Involve a nurse, HSAC committee member, andany other relevant community members toengage staff and families around comfort withthe outdoors.

• Offer staff and families opportunities to “play”with water, dirt, mud, sand, stones, leaves,worms, and other natural substances andelements.

• Celebrate small accomplishments; for example,picking up a worm for the first time, takingappropriately dressed children outside in lesscomfortable weather, developing a creative use ofoutdoor space, and planning a creative outdoorexperience.

Grow staff and families’understanding of and comfortwith outdoor play and learning

When creating professional development plans,make outdoor play and learning a priority. Provideworkshops, presentations, and other resources thatfocus on topics such as the benefits of outdoorplay for infants and toddlers, creating safe outdoorplay spaces, planning safe but stimulating outdoorplay experiences, and addressing staff and familyconcerns about spending time outdoors with chil-dren. Preservice, in-service, staff meetings, parentmeetings and trainings, home visits, and groupsocialization events are ideal times to talk aboutoutdoor play and exploration.

Consider addressing the following aspects of plan-ning and implementing outdoor experiences aspart of professional development opportunities.

• Most indoor play experiences and routine caresuch as meals, diapering, and hand washing canbe done outdoors. Planning for outdoor experi-ences involves the same cycle of activities asplanning for indoor ones: Observe children anddocument observations; analyze observationinformation; plan experiences based on theanalysis; offer the experiences; repeat the cycle.Families are involved in all steps of this process.

• Staff and families can use the same thoughtfuland intentional strategies for engaging withinfants and toddlers outdoors as they useindoors. For example, they can:38

– Follow children’s leads and change plansentirely to take advantage of unexpecteddiscoveries;

– Provide physical and emotional support;– Describe what children see and do (labelobjects, actions, and feelings) and ask open-ended questions; and

– Smile, laugh, and show delight in being withchildren.38Post et al., Tender Care and Early Learning, 343, 367.

39Trister Dodge et al., The Creative Curriculum, 375.40Williams, “Exploring the Natural World,” 21.41Greenman et al., Prime Times, 298.42Post et al., Tender Care and Early Learning, 249–250.


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Strategies like these not only strengthen adult–child relationships: They also help infants andtoddlers notice and engage with the outdoorenvironment.

• Some staff and families find it time consuming(and frustrating) to take infants and toddlers out-side when the weather requires coats, hats, snow-suits, boots, and mittens. However, dressing is animportant routine and part of infant and toddlercurriculum. Dressing offers young children a richlanguage, social–emotional, and self-care learningexperience; it is not just a routine to get throughquickly on the way to going outside.39 Encouragestaff and families to plan and organize ahead oftime to make sure they allow enough time fordressing children in outerwear, spending qualitytime outdoors, undressing indoors, and transi-tioning to the next daily experience or routine.40

• Not all outdoor experiences have to take placewithin designated outdoor play spaces. If safe todo so, staff and families can take infants and tod-dlers on neighborhood rides and walks. Theseoutings expose children to new things to see,hear, touch, and smell, and they help childrenlearn about their communities. Emphasize that asuccessful outing for infants and toddlers is muchless about getting to a destination or the distancetravelled and much more about slowly exploringevery crack, bug, and wall along the way.When possible, encourage staff and families toplan outings that include time and places where

children are allowed to be out and moving,especially if they are being transported instrollers, buggies, and wagons.41 Ideally, planwalks and rides in addition to outdoor time in asafe, outdoor play space.42 Infants and toddlersbenefit from both types of experiences.

• Staff and families may wonder how much timeinfants and toddlers (and, therefore, adults)should spend outside. Programs typically deter-mine this based on factors such as children’s age,length of program day or group socializationevent, weather and other safety conditions, or afamily’s daily schedule. The publication Prevent-ing Childhood Obesity in Early Care and Education:Selected Standards from Caring for Our Childrensuggests the following for center-based pro-grams;43 family child care and home-based pro-grams may also consider how these guidelinesmight apply in their daily schedules. Note thatthe amount of time infants and toddlers spendoutside may exceed these recommendations.– All children, from birth to 6 years old, shouldparticipate daily in two to three occasions ofactive outdoor play, weather permitting.

– Infants (birth to 12 months old) should be takenoutside two to three times per day, as they cantolerate. There is no recommended length oftime for these outdoor play experiences.

– Toddlers (12 months to 3 years old) should beallowed 60 to 90 minutes of outdoor play. Thesetimes can be shortened during weather condi-tions in which children may still play safely out-doors for shorter periods. However, the amountof active indoor time should increase so thetotal amount of active play (exercise) remainsthe same.

One way to maximize time for outdoor play is toshift outdoor play schedules depending on thetime and season of year. For example, midday,when the sun is highest, might work best when itis cold; early morning may be best in climateswhere heat builds up later in the day.44

43American Academy of Pediatrics, Preventing Childhood Obesity, 51.44Post et al., Tender Care and Early Learning, 364.


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CONCLUSION

Fourteen-month-old Clarence crawls up the side of agently sloping, grass-covered hill. He stops twicealong the way to pull up the grass and throw it upin the air. He watches intently as the wind carriesthe blades of grass off into the sky. When he gets tothe top, he slowly stands up and glances over at histeacher, Angie. She walks over to him and extendsher hand. Believing Clarence can physically manageto come down the hill but may need reassurance,Angie smiles. “Are you ready to come down thehill?” Clarence reaches out and grabs Angie’s hand.He looks down and takes one careful step forward.He looks up at Angie. She continues to smile.“That’s it. You’re walking down the hill.” Clarenceholds Angie’s hand and slowly makes his way down.“You did it! You walked down the hill!” Angieclaps. Clarence squeals happily and claps.

Outdoor play and exploration matter to infants andtoddlers. Time spent outdoors helps them begin toconnect with and develop an appreciation for thenatural environment. The outdoors offers impor-tant health and developmental benefits andvaluable experiences that are simply not availableindoors. With thoughtful planning and supportivepractices and policies, programs can provideinfants and toddlers with opportunities for activeoutdoor play, nature exploration, and connectionswith trusted adults in many ways, even in circum-stances that are less than ideal. Working together,EHS and MSHS leaders, staff, and families can offerrich learning opportunities that support children’sdevelopment and help them, like Clarence, findsuccess and joy outdoors.


• 15 •

STANDARDS

EHS and MSHS programs are required to meet theHead Start Program Performance Standards. Thefollowing standards relate specifically to outdooractive play and outdoor play spaces.

• 1304.21(a)(5)(i) – In center-based settings, granteeand delegate agencies must promote each child’sphysical development by providing sufficienttime, indoor and outdoor space, equipment,materials, and adult guidance for active playand movement that support the developmentof gross motor skills.

• 1304.21(a)(6) – In home-based settings, granteeand delegate agencies must encourage parentsto appreciate the importance of physicaldevelopment, provide opportunities forchildren’s outdoor and indoor active play,and guide children in the safe use of equipmentand materials.

• 1304.53(a)(2) – Grantee and delegate agenciesmust provide appropriate space for the conductof all program activities (see 45 CFR 1308.4 forspecific access requirements for children withdisabilities).

• 1304.53(a)(4) – The indoor and outdoor spacein EHS or Head Start centers in use by mobileinfants and toddlers must be separated fromgeneral walkways and from areas in use bypreschoolers.

• 1304.53(a)(5) – Centers must have at least 35square feet of usable indoor space per childavailable for the care and use of children andat least 75 square feet of usable outdoor playspace per child.

• 1304.53(a)(7) – Grantee and delegate agenciesmust provide for the maintenance, repair, safety,and security of all EHS and Head Start facilitiesand equipment. (This includes outdoor playareas.)

• 1304.53(a)(8) – Grantee and delegate agenciesmust provide a center-based environment free oftoxins such as cigarette smoke, lead, pesticides,herbicides, and other air pollutants as well as soiland water contaminants. Agencies must ensurethat no child is present during the spraying ofpesticides or herbicides. Children must not returnto the affected area until it is safe to do so.

• 1304.53(a)(9) – Outdoor play areas at center-basedprograms must be arranged to prevent any childfrom leaving the premises and getting into unsafeand unsupervised areas. En route to play areas,children must not have access to vehicular trafficwithout supervision.

• 1304.53(a)(10)(viii) – Indoor and outdoorpremises are cleaned daily and kept free ofundesirable and hazardous materials andconditions.

• 1304.53(a)(10)(x) – The selection, layout, andmaintenance of playground equipment andsurfaces minimize the possibility of injury tochildren.

Standards that address developmental and learningopportunities that could easily take place outdoorscan be found in

• 1304.21(a)(3) support social and emotionaldevelopment

• 1304.21(a)(4) development of each child’scognitive and language skills

• 1304.21(b) child development and educationapproach for infants and toddlers


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REFERENCES

Aamodt, Sandra, and Sam Chang. “The Sun Is the BestOptometrist.” New York Times, June 20, 2011. AccessedJuly 22, 2011 from http://www.nytimes.com/2011/06/21/opinion/21wang.html?scp=1&sq=Sandra%20Aamodt&st=cse.Almeras, Bethe. Creating a Nature-Based Culture in YourProgram. [Webinar]. Early Childhood InvestigationsWebinars. Accessed September 29, 2011 fromhttp://www.earlychildhoodwebinars.org/webinar-resources.American Academy of Pediatrics, American PublicHealth Association, and National Resource Center forHealth and Safety in Child Care and Early Education.Preventing Childhood Obesity in Early Care and EducationPrograms: Selected Standards from Caring for Our Children:National Health and Safety Performance Standards; Guide-lines for Early Care and Education Programs, 3rd Edition.2010. http://nrckids.org/CFOC3/PDFVersion/preventing_obesity.pdfAmerican Society for Microbiology. “Can Bacteria MakeYou Smarter?” ScienceDaily, May 25, 2010. Accessed May5, 2011 from http://www.sciencedaily.com/releases/2010/05/100524143416.htm..Burdett, Hillary L., and Robert C. Whitaker. “Resurrect-ing Free Play in Young Children: Looking Beyond Fit-ness and Fatness to Attention, Affiliation, and Affect.”Archives of Pediatric & Adolescent Medicine 159 (2005):46–50. Accessed September 28, 2011 fromhttp://www.childrenandnature.org/downloads/Burdette_LookingBeyond.pdf.Clements, Rhonda. “An investigation of the status ofoutdoor play.” Contemporary Issues in Early Childhood 5,no. 1 (2004): 68–80.Dempsey, Jim, and Eric Strickland. “Staff WorkshopTeacher Handout: The ‘Whys’ Have It! Why to IncludeLoose Parts on the Playground.” Scholastic, April 1999.Accessed July 15, 2011 fromhttp://www2.scholastic.com/browse/article.jsp?id=12067.Early Head Start National Resource Center. News YouCan Use: Outdoor Spaces, March 2012.http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early-learning/curriculum/NewsOutdoor.htm.

Ginsberg, Kenneth. “No Child Left Inside: ReconnectingKids with the Outdoors.” Testimony of KennethGinsberg, MD, MS Ed, FAAP, on behalf of The AmericanAcademy of Pediatrics to the Natural Resources Sub-committee on National Parks, Forests and Public Landsand Subcommittee on Fisheries, Wildlife and Oceans,May 24, 2006. Accessed July 15, 2011 fromhttp://www.aap.org/advocacy/washing/Testimonies-Statements-Petitions/05-24-07-Ginsburg-Play-Testimony.pdf.Greenman, Jim. Caring Spaces, Learning Places: Children’sEnvironments that Work. Redmond,WA: Exchange Press,2005.Greenman, Jim, Anne Stonehouse, and Gigi Schweikert.Prime Times: A Handbook for Excellence in Infant and Tod-dler Programs. 2nd ed. St. Paul, MN: Redleaf Press, 2008.Hastie, Kyla, and Shani Howard. “A Prescription forHealthy Kids: Nature & Play.” Athens Parent.com,March/April 2007. Accessed July 15, 2011 fromhttp://www.athensparent.com/articles/featuregen/natureplay.html.Head Start Body Start. “Outdoor Play Benefits.” Reston,VA: Head Start Body Start, National Center for PhysicalDevelopment and Outdoor Play.http://www.aahperd.org/headstartbodystart/activityresources/upload/benefits-of-outdoor-play.pdf.Head Start Design Guide: A Guide for Building a Head StartFacility. 2nd ed. Washington, DC: U.S. Department ofHealth and Human Services, Administration on Chil-dren and Families, Administration for Children, Youthand Families, Head Start Bureau. 2005.http://eclkc.ohs.acf.hhs.gov/hslc/resources/ECLKC_Bookstore/PDFs/Head%20Start%20%20Design%20Guide%20—%20Second%20Edition.pdf.Head Start Program Performance Standards, 45 CFR ChapterXIII. Washington, DC: U.S. Department of Health andHuman Services, Administration on Children andFamilies, Office of Head Start, 2009.The Henry J. Kaiser Family Foundation. “New StudyFinds Children Age Zero to Six Spend As Much TimeWith TV, Computers and Video Games As PlayingOutside.” Washington, DC: Kaiser Family Foundation,October 28, 2003. Accessed July 15, 2011 fromhttp://www.kff.org/entmedia/entmedia102803nr.cfm.


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Huh, Susanna Y., and Catherine M. Gordon. “Vitamin DDeficiency in Children and Adolescents: Epidemiology,Impact and Treatment.” Reviews in Endocrine & MetabolicDisorders 9 (2008): 161–170.Keeler, Rusty. Natural Playscapes: Creating Outdoor PlayEnvironments for the Soul. Redmond, WA: ExchangePress, 2008.Lally, J. Ronald, Jay Stewart, and Deborah Greenwald.AGuide to Setting Up Environments. 2nd ed. Sacramento,CA: California Department of Education and WestEd,2009.Louv, Richard. Last Child in the Woods: Saving OurChildren From Nature-Deficit Disorder. Chapel Hill, NC:Algonquin, 2008. Acc

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