ehs ta 14, supporting outdoor play and exploration for infants and

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.


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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. Accessed September 28, 2011 fromhttp://richardlouv.com/books/last-child.Louv, Richard. Excerpt from Last Child in the Woods:Introduction. Accessed September 28, 2011 fromhttp://richardlouv.com/books/last-child/excerpt.Milano, Kim. “Prevention: The First Line of DefenseAgainst Childhood Obesity.” Zero to Three 28, No. 1(2007): 6–11.“Millions of U.S. Children Low in Vitamin D.” NewYork: Albert Einstein College of Medicine, August 3,2009. Accessed July 15, 2011 fromhttp://www.einstein.yu.edu/Home/news.asp?id=392.Moore, Robin C., and Clare Cooper Marcus. “HealthyPlanet, Healthy Children: Designing Nature into theDaily Spaces of Children.” In Biophilic Design: The Theory,Science, and Practice of Bringing Buildings to Life, edited byS.R. Kellert, J. Heerwagen, and M. Mador, 153–203.Hoboken, NJ: Wiley, 2008.http://www.naturalearning.org/sites/default/files/MooreCooperMarcus_Healthy.pdf.Naturopathic Health Foundations. “Time Spent Out-doors.” Accessed July 15, 2011 fromhttp://www.naturopathicfoundations.ca/health-facts/determinants-of-health/time-spent-outside.Orr, David. Excerpt in The Biophilia Hypothesis. Edited byS. R. Kellert and E. O. Wilson. Washington, DC: IslandPress, 1995. Accessed September 28, 2011 fromhttp://www.mkzdk.org/biophilia2.html.Post, Jacalyn, Mary Hohmann, and Ann S. Epstein.Tender Care and Early Learning: Supporting Infants andToddlers in Child Care Settings. 2nd ed. Ypsilanti, MI:HighScope Press, 2011.

Rosenow, Nancy. “Learning to Love the Earth . . . andEach Other.” In Spotlight on Young Children and Nature,edited by Amy Shillady, 4–7. Washington, DC: NationalAssociation for the Education of Young Children, 2011.Sennerstam, R. B. “Absence Due to Illness AmongToddlers in Day-Care Centres in Relation to Child GroupStructure.” Public Health 111, No. 2 (2007): 85–88.Shillady, Amy. Introduction to Spotlight on Young Childrenand Nature. Edited by Amy Shillady, 2–3. Washington,DC: National Association for the Education of YoungChildren, 2011.Thigpen, Betsy. “Outdoor Play: Combating SedentaryLifestyles.” Zero to Three 28, no. 1 (2007): 19–23.Torquati, Julia, Mary M. Gabriel, Julie Jones-Branch, andJennifer Leeper Miller. “Environmental Education: ANatural Way to Nurture Children’s Development andLearning.” In Spotlight on Young Children and Nature,edited by Amy Shillady, 8–14. Washington, DC: NationalAssociation for the Education of Young Children, 2011.Trister Dodge, Diane, Sherrie Rudick, and Kai-leé Berke.The Creative Curriculum for Infants, Toddlers & Twos. Vol. 2,2nd ed., rev. Washington, DC: Teaching Strategies, 2011.University of Illinois at Urbana–Champaign. “For kidswith ADHD, regular ‘green time’ is linked to mildersymptoms.” ScienceDaily, September 15, 2011. AccessedSeptember 20, 2011 from http://www.sciencedaily.com/releases/2011/09/110915113749.htm.White, Randy. “Young Children’s Relationship withNature: Its Importance to Children’s Development & theEarth’s Future.”White Hutchinson Leisure & LearningGroup, 2004. Accessed July 15, 2011 fromhttp://www.whitehutchinson.com/children/articles/childrennature.shtml.Williams, Alyson E. “Exploring the Natural World withInfants and Toddlers in an Urban Setting.” In Spotlight onYoung Children and Nature, edited by Amy Shillady,20–23. Washington, DC: National Association for theEducation of Young Children, 2011.


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Additional Informationand Resources

Office of Head Start

Early Head Start National Resource Center. Early HeadStart Tip Sheets. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/EHSTipSheets.htm.• #29 – Does Early Head Start Support Math and ScienceDevelopment with Infants and Toddlers? (July 2008)

• #48 –Why Does Time Outside Matter for Very YoungChildren? (May 2012)

Early Head Start National Resource Center. News YouCan Use. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/nycu/NewsYouCanUse.htm.• Environment as Curriculum for Infants and Toddlers(July 2010)

• Take It Outside (January 2012)Early Head Start National Resource Center. Podcasts.http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/multimedia/podcasts• Outdoor Time Matters for Infants and Toddlers (2012)Head Start Body Start: National Center for PhysicalDevelopment and Outdoor Playhttp://www.aahperd.org/headstartbodystart/National Center on Quality Teaching and Learning• Nature-Based Learning: The Natural Worldhttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/nature-based-learning

National Center on Program Management andFiscal Operations• Resources for Safe Playgroundshttp://eclkc.ohs.acf.hhs.gov/hslc/tta-system/operations/facilities/design/equipment/ResourcesforSaf.htm.

Articles and Resources of Interest

Ball, David, Tim Gill, and Bernard Spiegal.ManagingRisk in Play Provision: Implementation Guide. London:Crown/Play England/Big Lottery Fund. 2008.http://www.playengland.org.uk/media/172644/managing-risk-in-play-provision-implementation-guide.pdf.Children and Nature Network. “Children’s Contact withthe Outdoors and Nature: A Focus on Educators andEducational Settings.” Children and Nature Network.2010. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/nature-based-learning/Research/childrens-contact.htm.Children and Nature Network. “Health Benefits toChildren from Contact with the Outdoors and Nature.”Children and Nature Network. 2010.http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early-learning/curriculum/InfantsandToddl.htm.Sterling Honig, Alice. “Exploring Nature With YourBaby.” Scholastic. 2009.http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early-learning/curriculum/ExploringNature.htm.

Web Sites of Interest

Children & Nature Networkhttp://www.childrenandnature.orgEarth Playhttp://earthplay.netLet the Children Play (Search on the term “water wall”for photo examples)http://progressiveearlychildhoodeducation.blogspot.comNatural Learning Initiativehttp://www.naturalearning.org/content/about-usNature Action Collaborative for Childrenwww.worldforumfoundation.org/wf/nacc


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• 20 •

APPENDIX

CONSIDERATIONS FOR OUTDOORPLAY SPACES

Access to the outdoor play space

Ideally, each infant–toddler indoor space has accessto the outdoor play space.45 If there is no directaccess, help staff think about ways to transportchildren. For example, use wagons, buggies, orstrollers for nonmobile infants; allow mobileinfants and toddlers who can walk short distancesto do so. Arrange for additional staff to help thewalkers get to the outside space, if needed. If theoutdoor play space is at a considerable distancefrom the program, transport small groups of chil-dren using wagons, buggies, or strollers.

If one outdoor play space serves both infants andtoddlers, create a separate area for the infants thatkeeps them safe from toddlers’ more active play.Separate the areas by creating a low barrier (Moreabout paths and barriers is given later.) Within theinfant area, make sure that there is a protectedspace for young infants that allows them to lookaround and move freely; older infants need spacefor crawling and sturdy objects and rails that theycan use to pull themselves up to stand. Remember,outdoor play spaces for infants and toddlers needto meet many different developmental levels.

Another access issue bears mentioning here—thatis, convenient access to diapering and hand wash-ing. Yes, routines such as diapering can be doneoutdoors! If possible, provide a secluded area fordiapering and access to water and soap for handwashing. If there is no running water outdoors,make wipes or a pitcher of warm, soapy water andpaper towels available. If a sink is available, checkwith local licensing to make sure that it (and thedisposal of its waste water) meets health require-ments. If diapering outdoors is not an option and

there is no separate bathroom for toileting right offthe outdoor play space, provide coverage for staffwho need to take children indoors so that appropri-ate ratios are maintained.

In home-based programs, talk with families abouttheir access to the outdoors. How often do theytake their children outside? What is hard or easyabout doing that? Do they have wagons, strollers,buggies, or sleds to transport their children?

Grass or soft ground cover

Soft grass is an ideal surface on which infants andtoddlers can sit, lay, crawl, roll, and tumble.46 Toprovide visual and tactile variety, use differenttypes of grasses, cut the grass to different lengths,or even plant moss. Check with a local countyagricultural agent or a local nursery to find outwhat safe, nontoxic natural ground cover growsbest in the program’s location and what typesendure a lot of wear. Some programs use artificialgrass. It provides a soft feel, is durable, and doesnot need a lot of maintenance. However, artificialgrass requires good drainage so that water does notpool on the surface.

Covered area that provides shade andprotection from rain

Covered areas provide a protected place to playwhen it rains and a cooler place to play when theweather is hot and sunny.47 When planning forshade, think about where the sun is in relation tothe outdoor play space. Where are the sunny areas?Are those areas sunny year-round, or do theychange with the season? Are there already shadyareas? Having this information will help determinethe best place to put a covered area.

Programs may already have a permanent coveringsuch as an awning or a covered porch or deck.However, programs can also create more flexible

45Lally et al., Guide to Setting Up Environments, 56; Post et al., Tender Care and Early Learning, 249.46Lally et al., Guide to Setting Up Environments, 56.47Lally et al., Guide to Setting Up Environments, 58–59.


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protected areas, especially for shade, that accom-modate the movement of the sun at different timesof the year. Such flexible shade covering does nothave to be costly. For example, create a large cubestructure using long polyvinyl chloride (PVC)pipes. Clip waterproof tarps, sheets, or canvas tothe top and sides to create a portable shadestructure. A play house with a roof is anotherportable option.

Some play equipment also needs protection fromsun. Slide surfaces, in particular, may become toohot from direct sun contact. Placing slides so thatthey face north is one way to reduce this direct con-tact. Slides embedded in the ground may also becooler. If slides cannot be moved, cover them withwaterproof tarps or canvas.

For home-based programs, this is a good opportu-nity to ask families about what they think abouttaking their children outside in different weatherconditions. It is also a good opportunity to provideinformation about how best to protect their chil-dren in different weather conditions and the funand benefits of being outside in rain, snow, sun,or wind.

Barriers and pathways

Think about how barriers and pathways function inan indoor space; the same principles apply to out-door space. Barriers and pathways define spacesfor different experiences and direct the flow of traf-fic between the spaces.48 Decide what experiencesto offer to infants and toddlers, how much space toallot for each experience, and how children will gofrom one space to another. Protective barriersbetween spaces can be created from a variety ofmaterials such as:

• Low rocks or round, smooth boulders• Low walls or fences• Poles

• Slatted wooden walkways (wooden platformsabout 18 inches wide and 3 inches high, withspace between the slats)

• Canvas- or vinyl-covered cushions• Low shrubs

Mobile infants and toddlers need space to crawl,toddle, walk, and run. Leave some open space forthese and other large-motor play experiences suchas rolling, throwing, and kicking balls.

In home-based programs, go with families to theirlocal outdoor spaces (e.g., public parks, play-grounds, fields) and evaluate the spaces together.Are there safe spaces to play with their children?What kinds of pathways and barriers protect thespace? Interfere with the space? How might fami-lies be able to create a safe place for their childrento play within these larger spaces?

48Lally et al., Guide to Setting Up Environments, 57; Post et al., Tender Care and Early Learning, 249.49Keeler, Natural Playscapes, 74, 91, 112; Lally et al., Guide to Setting Up Environments, 58.


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Vegetation

Grass, trees, plants, and flowers stimulatechildren’s senses. When selecting vegetation,consider:49

• Safety – for example, vegetation that is edible orsafe if chewed and swallowed; safe to touch (nothorns on stems or sharp points on leaves);

• Variety of shapes, sizes, and heights;• Variety of textures – for example, plants withleaves that are smooth, rough, or fuzzy; differenttypes of tree bark;

• Variety of colors – for example, trees and shrubsthat stay green year-round; trees with leaves thatchange color; plants that bloom at different timesof the year;

• Variety of scents – for example, plants andflowers that give off scents while growing; herbsthat give off scents when dried and crushed;

• Effects in the wind – for example, how it lookswhen the wind blows; what it sounds like whenthe wind blows through its leaves;

• Native to the local area – this helps youngchildren identify with the natural beauty of theircommunity; costs less to maintain because vege-tation is better suited to the soil and climate andmay not need to be treated with chemicals;

• Cultural significance for children, families, andstaff – for example, plants that are traditionallyused for ceremonies, medicine, and arts such asbasket weaving; plants that are familiar tomigrant farmworker families; and

• Multiple purposes – for example, trees andshrubs that provide beauty as well as shade;plants such as sunflowers, corn stalks, or tallgrasses that act as a natural boundary for a quietnook while still allowing for visible supervision;plants with branches that can be pruned andwoven together to create a crawl tunnel

Gardens are also a good way to incorporate vegeta-

tion in an outdoor play space. They provide infantswith plants and flowers to look at, touch, andsmell. Toddlers can help with digging in dirt,dropping in seeds, watering, and harvesting.Gardens may be planted directly in the ground orin raised beds. (Make sure that soil is free from anypoisonous chemicals such as lead, arsenic, andother toxic contaminants. This is especially impor-tant when growing edibles to be shared withinfants, toddlers, and pregnant women.) If space isan issue, use the center of tires, planters or othercontainers, or window boxes. If available, partici-pate in community gardens where children, staff,and families can plant and harvest fruit, vegetables,herbs, and flowers.

In home-based programs, talk with familiesabout vegetation. Are trees, shrubs, plants, andflowers available to them? If not, how might theygain access? What kinds of plants would theychoose (and why) if they could have indoor oroutdoor plants?

50Keeler, Natural Playscapes, 68–69; Lally et al., Guide to Setting Up Environments, 58.51Lally et al., Guide to Setting Up Environments, 57–58.


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Hills

Hills provide infants and toddlers with many learn-ing opportunities, such as practicing balance, goingup and down, and experiencing different heightsand vantage points from which to look at theworld. Some programs already have hills as part ofthe outdoor play space. Programs that do not canbuild small ones using topsoil and seed them withgrass. The size and shape of hills will depend onwho will use them and the amount of space avail-able. Slides can be built into the sides of hills, andsteps can be made from timber or tires.50

Texture walks or paths

A texture walk is a pathway or special area with avariety of surfaces that give infants and toddlersdifferent tactile experiences.51 Programs can usemany materials to create the pathways and areas;for example, dirt, sand, bark, wood rounds, pat-terned rock, sanded planks, half logs, bricks,cobblestones, stepping stones, and rubberizedstudded tiles. Choose materials that are safe for theage of the child who will be using the path or area.Paths should about 2 feet wide and each sectionabout 4 feet long. Consider providing railings forchildren to hold. When creating a texture path orarea for mobile infants who crawl, avoid usingmaterials that are too rough. Choose smooth mate-rials such as sanded wood or wood rounds. Differ-ent colored grasses or other soft ground covers willalso work.

In home-based programs, talk with families aboutthe value of paths and areas with different surfacesor textures and where such places might exist intheir communities.

Surfaces for rolling toys

Toddlers love wheeled toys to push, pull, and ride.Smooth surfaces of concrete or blacktop work wellfor wheeled toys. Consider creating a circular path-way that curves around the outdoor space and iswide enough for two children on wheeled ride-ontoys to ride next to each other, as well as forstrollers, buggies, wagons, and wheelchairs. Makesure adults can see the pathway from any place inthe play space.52

In home-based programs, talk with families aboutthe usefulness of rolling toys for children’s devel-opment. Do families have rolling toys? If not, howmight they get access? If yes, how do their childrenuse them and where? Are the toys safe for children?

52Ibid., 57.


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Places for motor exploration

In addition to places and space for crawling,toddling, walking, and running, think aboutplaces for climbing and swinging and appropriateequipment to support these experiences.53Programs have many options. For example, mobileinfants and toddlers can climb on the following:

• Cube structures;• Very low platforms with ramps;• Half buried tires;• Smooth round boulders and logs; and• Small-scale climbing equipment that oldertoddlers can get on and off without adultassistance (but with adult supervision)

Porch swings, glider swings, and hammocks areideal places for infants (and toddlers) to swing withadults. Other swing options include cradles andinfant bucket swings for infants and two-chain tireswings set low to the ground for older toddlers.The tire swing should only allow a gentle back-and-forth motion.

In home-based programs, talk with families aboutparks and playgrounds in the community thatmight provide safe equipment for climbing andswinging.

Places for water and sand play

The outdoors is a perfect place for water and sandplay. Water and sand provide endless opportunitiesfor experimentation. Water and sand play are alsoeasy to clean up outside!

There are a variety of ways to safely include waterin the outdoor play space.54 For example:

• Water sprinklers• Trickling water sculptures

• Cafeteria trays for young infants• Small tubs for individual play• Water tables• Outdoor sinks made from utility sinks – Cut thelegs of the utility sink down to an appropriateheight, attach a hose, and place a bucketunderneath to collect the water.

• Water walls – Awater wall is typically madefrom a fence or stable piece of plywood on whichempty plastic containers are attached with screwsor zip ties. The containers should be able to moveso that they can catch and dump water as it goesdown the wall. A container at the bottom cancatch the water for reusing.55

Sand play is most appropriate for mobile infantsand toddlers. It is commonly done in sand boxesand at sand tables. Sand boxes may be large orsmall, depending on the amount of space available.A variety of materials can be used to create bordersaround sand areas, including wooden planks, logssplit in half, and low, smooth boulders. Programsmay also choose not to have a border around thesand area. Sand should be covered when not inuse and checked daily to make sure there are nohazardous objects, insects, or animal feces buriedin the sand.

In home-based programs, talk with families aboutthe value of sand and water play and how to keeptheir children safe while engaging in theseactivities.

Places for messy experiences

In addition to sand and water play, think aboutwhere art experiences may take place and surfaceson which they can happen.56 For example, paintingcan be done on easels, picnic tables, and largesheets of paper fastened to fences or outside walls.Paint brushes and plain water can be used on a

53Greenman, Caring Spaces, Learning Places, 301–302; Post et al., Tender Care and Early Learning, 249.54Keeler, Natural Playscapes, 70–71, 80.55Early Head Start National Resource Center, “Outside Spaces.”56Lally et al., Guide to Setting Up Environments, 59.


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variety of surfaces. Playing with play dough andclay may work best on surfaces in shady areaswhere the sun will not dry the play dough or claytoo quickly. Toddlers enjoy using large pieces ofchalk; smooth, concrete surfaces are ideal for chalkscribbles. Paint, play dough, clay, and chalkscribbles are easily washed away with a hose.

Messy activities (including playing with sandand/or water and digging in dirt) is an importanttopic to talk about with families, regardless ofprogram option. Some families may not becomfortable with these kinds of activities. It isimportant for program staff to honor families’views while also communicating the value ofthese experiences to children’s development.

Places for looking at books, makingsounds and music, and pretend play

These indoor experiences work just as welloutdoors. Think about the places and spaceswhere they can happen.57

Infants and toddlers can look at books almostanywhere; for example, on a blanket in a shadyarea, in a hammock with an adult, or in a cozynook. Consider bringing a selection of booksoutdoors. Books about animals and nature areparticularly appropriate for extending learningabout the natural world.

Similarly, pretend play can happen in many places.Some outdoor equipment such as playhouses,wheeled ride-on toys, and water hoses naturallylend themselves to pretend play. Staff can alsobring indoor materials and equipment outdoors,such as dress-up clothes, dolls, and shopping carts.Another option for encouraging and supportingpretend play is to create a stage. A stage may be assimple as something flat to stand on, such as a lowplatform or level tree stump, or a sturdy, child-size

table. Make sure the surface accommodates at leasttwo children with enough room to stand next toeach other without crowding. A stage may also bemore elaborate, such as an amphitheater madefrom wood or stone with built-in seating.

There are many ways and places where sound andmusic can be created. Consider how to add varioustypes of sounds, such as loud, soft, big, small,wooden, metallic, and so on. Here are somesuggestions:

• Hang wind chimes made from different materialssuch as metal, wood, and bamboo from treebranches and coverings over shaded areas.Banners or colored cloth streamers also makesounds when they flap in the wind and areinteresting to look at, especially for young infants

57Keeler, Natural Playscapes, 82, 85; Lally et al., Guide to Setting Up Environments, 59.


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lying on their backs.• Attach bells and chimes on shrubs, fences,and gates.

• Install a fountain that trickles water.• Create a sound area. Include homemade instru-ments such as xylophones made from PVC pipesand pots with wooden sticks for banging. Providevarious types and sizes of containers and lids formaking shakers using natural materials such asdirt and sticks.58

• Plant trees and shrubs that make sounds whenthe wind blows through their branches andleaves.

In home-based programs, work with families toexplore the possibilities for these kinds of activitiesin their outdoor environments.

Places for sitting with children

Even when outside, infants and toddlers needplaces to sit and snuggle with the adults who care

about them.59 Think strategically about whereadults will sit with children. Some seating shouldbe in shady areas. Other seating can be in quiet andactive areas; stationary seating in active areasshould be at appropriate distances from equipmentsuch as slides, climbers, and swings. In addition tositting on the ground, consider seating such as low,wooden benches (12 inches high), sculpted logs,low tree stumps, and smooth boulders. Gliderswings and hammocks that are good for swingingare also good places to sit with infants andtoddlers.

Nooks and hideaway places

Young children need places to take a break frombeing with the larger group while still being visibleto supervising adults.60 In an outdoor play space,places to be alone or with one or two other childrenmay take many forms. For example, programs mayinclude a:

• Short tunnel;• Tent;• Playhouse;• Large fabric draped over a picnic table; or• Small space bordered by bales of straw, tallgrasses, or sunflowers

In home-based programs, talk with families aboutthe purpose of hideaway places. Do families havethese for their children? Where? Do they feel safeletting their children use corners, doorways, orlarge boxes to hide in?

Storage

Storage is an important, practical design element.When storage is convenient, setting up and clean-ing up the outdoor play space are easier. Thinkabout what needs to be stored and the best place toput a storage system.61 Loose outdoor toys andequipment may be stored in sheds or watertight

58Early Head Start National Resource Center, “Outside Spaces.”59Greenman, Caring Spaces, Learning Places, 301; Keeler, Natural Playscapes, 90.60Keeler, Natural Playscapes, 87; Thigpen, “Outdoor Play: Combating Sedentary Lifestyles,” 21.61Greenman, Caring Spaces, Learning Places, 303.


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containers. Indoor toys and materials that are usedoutside may be stored in a variety of containerssuch as duffel bags, baskets, and buckets withhandles. Containers with straps or handles areeasy for staff to carry, and toddlers can help carrythem, too. Utility carts and wheeled luggage bagsare also good storage options and are easy to moveto and from the outdoor play space.

Storage is also an important consideration forfamilies in home-based programs. Containers withstraps or handles are equally useful for families.

REFERENCES

Early Head Start National Resource Center. News YouCan Use: Outdoor Spaces, March 2012.https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early-learning/curriculum/NewsOutdoor.htm.Greenman, Jim. Caring Spaces, Learning Places: Children’sEnvironments That Work. Redmond, WA: Exchange Press,2005.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.Post, Jacalyn, Mary Hohmann, and Ann S. Epstein.Tender Care and Early Learning: Supporting Infants andToddlers in Child Care Settings. 2nd ed. Ypsilanti, MI:HighScope Press, 2011.Thigpen, Betsy. “Outdoor Play: Combating SedentaryLifestyles.” Zero to Three 28, no. 1 (2007): 19–23.

ehs ta 14, supporting outdoor play and exploration for infants and

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