Study identifies key design elements for nature-based infant and toddler play and learning in childcare settingsEarly childhood, particularly the first three years of life, is a critical period of rapid brain development. During this time, interactions with nature can foster informal learning while providing important health and developmental benefits. Despite growing interest in nature-based play and learning environments in early childhood care settings, there remains a paucity of guidelines and assessment standards for outdoor spaces designed for infants and toddlers. “Considering that more than 13 million children under 5 years of age in the U.S. spend most of their waking hours in care facilities, the potential benefits of having a nature-based outdoor area in their primary care environments are immense.” Therefore, this study aimed to identify and evaluate indicators for improving nature-based outdoor play and learning environments for children under age three. A synthesis of the relevant literature was conducted to clarify how the design of outdoor play and learning settings aligns with the developmental domains of infants and toddlers. Based on findings from the literature, a structured design guideline framework was developed to improve early childhood education and care environments.
This U.S.-based study was conducted in three phases. The first phase involved a narrative review of the literature focused on outdoor play and learning environments (OPLEs) for infants and toddlers under age three. Findings from the reviewed studies were synthesized to identify key OPLE design domains that support young children’s sensory, motor, cognitive, and social–emotional development. In the second phase, a comprehensive framework of specific play and learning zones was developed to align with key overarching OPLE design domains. The framework was designed to support the appropriate implementation of OPLEs that “bridge the gap between current childcare facility designs and the developmental needs of infants and toddlers.” The framework can be used to assess existing early childhood settings or to create enriching, nature-based play environments. In the final phase of the study, the play and learning zones framework was used to assess an outdoor environment at a Head Start childcare center. The researchers created a survey to evaluate play and learning opportunities across the identified design domains and their associated zones. Based on assessment findings, the play and learning zones framework was then used to propose a site redesign to enhance the quality of the childcare center’s outdoor environment.
Five OPLE design domains were identified from the literature: (1) sensory play, (2) construction and manipulation, (3) art, language, and literature, (4) physical activity and health, and (5) relaxation. Corresponding to these overarching design domains, 20 outdoor play and learning zones that promote diverse opportunities for sensory, motor, cognitive, and social–emotional development were identified: (1) sand, mud, and earth play, (2) water play, (3) digging, (4) sensory pathways, (5) sensory garden, (6) music, (7) natural construction, (8) loose parts play, (9) wildlife garden, (10) art, (11) outdoor reading and language play, (12) pretend and performance area, (13) pathways for play and movement, (14) play structures, (15) landforms and topography, (16) multipurpose lawn, (17) fruit and vegetable garden, (18) resting and nap area, (19) utility zone (storage), and (20) natural healing and relaxation. According to the literature, each of these zones provides affordances for play and learning that support the health, well-being, and development of children under the age of three. For instance, zones for natural healing and relaxation, such as vegetated circles and nooks, can support therapeutic benefits by providing “secluded spaces for children to escape, relax, and interact with nature.” Other zones, such as sensory or wildlife gardens, can encourage discovery, exploration, interaction with natural materials, and informal STEAM learning. For each zone, specific, research-based design guidelines are offered.
The outdoor play and learning zone framework was then used to evaluate an existing outdoor environment at a childcare facility. The evaluation found that play and learning zones in the existing site were limited. Based on these findings, the researchers proposed a site redesign that incorporated each of the framework’s play and learning zones. The redesign aimed to prioritize young children’s developmental domains through “interactive, challenging, and explorative spaces that support language development, cognitive development, motor and perceptual skills development, and social and emotional development.” The proposed site is inclusive for all children, allows children to have unique experiences each day, and supports a range of learning affordances. Comparison of the proposed site with the existing site revealed an increase in play and learning affordances. The redesign provided more varied and immersive experiences essential to young children’s development, including fine motor skills, cognitive functions (such as problem-solving and creativity), physical activity, and engagement with the environment.
The study provides detailed and adaptable guidance for improving nature-based outdoor play and learning environments in childcare settings based on the relevant literature. Results of the OPLE assessment highlight the importance of thoughtful design and its significant influence on the developmental opportunities available to children in childcare settings. Overall, the study “demonstrates a successful application of environmental and developmental psychology principles to create a space that not only meets the basic needs of young children but also actively contributes to their cognitive, emotional, and physical development through well-designed outdoor play and learning spaces.” Findings offer valuable guidance for educators, designers, and policymakers seeking to create richer, nature-based learning experiences for young children.
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