Ninth International Conference on The Constructed Environment

Abstract

This mixed-methods study examined thirty-three preschool outdoor education environments in public, private, church-affiliated, and Head Start preschools in four counties in northeast Tennessee. Additionally eighty-one preschool teachers (80 female; 1 male, mean age = 40.76) were surveyed about their outdoor education experiences, attitudes toward outdoor education, and how they use the outdoor environment. The third-three preschools were assessed using the Preschool Outdoor Environment Measurement Scale (POEMS) (DeBord, Hestenes, Moore, Cosco, & McGinnis, 2005). The outdoor classroom features used in this study and measured by this instrument are found in Domain 3: Play and Learning Settings. Some of the thirteen items in Domain 3 include anchored play equipment, arts/crafts area, small stage, balance beam, water play, garden, animal habitat, trees, open area, natural and manufactured play materials and loose parts, and storage. The thirty-three playgrounds ranged in scores from 38 to 92 out of 100. The closer the score is to 100, the more natural is the playspace. Results of the study are discussed within the framework of how teachers view the outdoor space (e.g., as an outdoor classroom vs. playground) and how the environment shapes teachers’ perceptions and use of the space. Advice is given in regards to best practices in designing a natural outdoor classroom with more natural materials and unique to the local area. There are many resources that describe how to build an outdoor classroom with very little cost (Keeler, 2008; Nature Explore; Nelson, 2012).