HANDOUT

Nutrition
and Fitness
for All Young
Children

Karin H. Spencer
and Paul M.
Wright

Toddlers and Preschool

Quality Outdoor Play Spaces

for Young Children

O
utdoor play is an important ality they can increase their physical activity
part of the conversation about (Bower et al. 2008; Brown et al. 2009).
health and wellness for young The benefits of outdoor play are especially
children for a variety of reasons. important in early childhood education today.
It is associated with greater Among young children ages 2 to 5 years, the
amounts of physical activity in children, and prevalence of obesity has more than tripled
whole body exercise has a long-lasting influence over the past three decades to a staggering 18.4
throughout childhood (Baranowski et al. 1993; percent in a nationally representative sample
Brown et al. 2009). Children who regularly play (Anderson & Whitaker 2009). Additionally, the
outdoors tend to be fitter and leaner, develop prevalence of overweight has soared to more
stronger immune systems, play more creatively, than 25 percent (Ogden et al. 2010). An addition-
Photos © Karen Phillips

have more active imaginations, report lower al concern is that some 60 percent of children
2, 3, 9

stress levels, and demonstrate greater respect for who are overweight or obese as preschoolers
themselves and others (Fjørtoft 2004; Burdette continue to be so as adolescents (Johannsson
®

& Whitaker 2005). When young children have et al. 2006). While reports from the Centers for
access to play spaces designed with intention- Disease Control (CDC 2009, 2014) indicate that

28 www.naeyc.org/yc n Young Children   November 2014

these statistics are starting to taper, they still paint a pic- connected to nature through their movement and play. The
ture early childhood educators need to pay attention to. goal is to increase play and physical activity for children by
As overweight and obesity continue into adulthood, so being intentional in the design and use of quality outdoor
do a variety of associated problems, such as hypertension, environments.
type 2 diabetes, low self-esteem, and decreased quality of In the following sections we describe a number of the
life. The American Academy of Pediatrics (2014) has de- Play Space Assessment categories and explain how to apply
clared overweight and obesity a national emergency and in- them. (For complete descriptions of all categories, refer to
dicates that prevention is critical. We suggest that outdoor the instrument online.)
play is one prescription that is readily accessible to all!
Key features
Rate your center Providing a welcoming atmosphere for children as they
Head Start Body Start (HSBS) National Center for Physi- learn and explore outdoors is essential. Play spaces should
cal Development and Outdoor Play developed a survey, the be clean, friendly, and inviting, with appropriate storage so
Play Space Assessment (HSBS 2010), to guide early child- that materials are organized and easily used by staff and
hood programs in assessing and creating a high-quality children (DeBord et al. 2005). Consider the outdoor play
outdoor play space that promotes movement opportunities space as an extension of the classroom, and create a physi-
for children of all abilities. The tool was designed to assist cal and social environment where children feel similarly
Head Start centers in evaluating their outdoor play spaces; welcomed, trusted, and respected. Here, they are more apt
however, any early childhood program serving children to engage in prosocial behaviors and take risks in learning
ages 3 to 5 years can use it. It reflects best practice based across developmental domains.
on a review of the literature on play spaces and outdoor
environments and existing tools (DeBord et al. 2005; Casey Children display the highest levels of
2007; Thompson, Hudson, & Olsen 2007; Keeler 2008).
Experts in the fields of early childhood education, physical
physical activity on playgrounds that
activity, and movement reviewed the survey’s content for have a combination of manufactured
relevance and accuracy. Head Start teachers reviewed the equipment and natural materials.
instructions and content, and provided input to enhance
the clarity of the instructions, ease of use, and appropriate- The key features of an outdoor play space include
ness of the criteria. developmentally appropriate play areas that promote a
The survey, which can be downloaded at Head range of experiences for children. Children display the
Start’s Early Childhood Knowledge and Learning Center highest levels of physical activity on playgrounds that have
(ECKLC) website (https://eclkc.ohs.acf.hhs.gov, search for a combination of manufactured equipment and natural
Play Space Assessment), shows different levels of imple- materials. All the materials and equipment in the play
mentation to help guide improvement plans for outdoor space should be age appropriate for the children who use
play spaces. It specifies 11 categories of a high-quality it, to ensure safety and maximum skill development. (See
outdoor play space and gives examples of elements and “Safety Is Paramount,” p. 30.)
the types of movement and play these elements support. Multipurpose open spaces. In an open play space,
The categories are key features, movement opportunities, children can engage in a range of gross motor activities/
flexibility and play, shelter and shade structures, natural skills such as running, jumping, crawling, and rolling. With
features, welcoming atmosphere, sensory elements, acces- manipulative equipment such as balls, beanbags, and hoops
sibility and inclusive play, risk and challenge, surfacing, and in open spaces, children have even more flexibility in their
enclosures and safety features. The assessment encourages outdoor play. Adding simple toys and building materials
the assessor to make connections between the elements lets children have varied movement opportunities and the
of the play space—whether manufactured or natural—and chance to partake in construction play and develop fine mo-
movement opportunities. For example, if all equipment in tor skills. Finally, offering props or costumes can encour-
a play space is manufactured and anchored in place, there age role play and fantasy play. Open play spaces could even
may be fewer opportunities for children to explore and feel incorporate a simple stage or performance area.

About the Authors

Karin H. Spencer, EdD, is an assistant professor and the early Paul M. Wright, PhD, is a professor and the Lane/Zimmerman En-
childhood coordinator at Shepherd University in Shepherds- dowed Chair in the Department of Kinesiology and Physical Education
town, West Virginia. Karin previously served as the director for at Northern Illinois University. Paul served as the external evaluator
Head Start Body Start National Center for Physical Development for a federal grant from the Office of Head Start to promote physical
and Outdoor Play. activity and outdoor play in Head Start centers nationwide.

November 2014    Young Children n www.naeyc.org/yc 29

 Anchored play equipment. noted in the previous section
Commonly found on most Safety Is Paramount (NWF & NLI 2012). Encour-
playgrounds, this equipment age use of spaces where chil-

P
includes climbing structures, lay space safety requires due diligence dren can do things like play
swings, slides, and spring and common sense in consideration of hide and seek behind trees,
riders (rocking toys). Imagine children’s ages and skills. Adults should climb over logs, and jump off
children sliding down a slide, supervise outdoor play spaces, of course, and perches like a stump (Keeler
climbing up a ladder, or walk- children should always be visible to at least one 2008). Set up pathways with
adult (see Kern & Wakeford 2007).
ing along a balance beam. visual and textural variations,
Natural elements. A high- Plan your play spaces to meet the regulatory as these suggest different ways
quality play space incorpo- codes of your locale. Important information for children to move from
rates a variety of natural about playground safety is available from the place to place. Young children
US Consumer Product Safety Commission
elements for children to play will dart quickly across an
(www.cpsc.gov) and the National Program for
with, such as trees, stumps, open grassy space and jump
Playground Safety (www.uni.edu/playground).
boulders, long grass, water, Programs should follow local building codes
from flat stone to flat stone
and pebbles. The landscape and consult state child care licensing regula- along a pathway. Children can
contains natural elements tions and other applicable regulations that re- experience excitement and
such as a variety of species late to designing and equipping a playground. challenge by sliding down
of trees or shrubs, nonpoi- a snow hill, climbing on a
sonous flowering plants, fallen tree, or using large tree
vines, topographic variation branches to build.
(i.e., mounds, terraces, slopes), and safe ground surfaces. Wheeled toys. Using tricycles, scooters, wagons, and
Natural elements serve to create a welcoming and beautiful push toys, children experience speed, negotiate pathways,
environment that provides variety, interest, and elements of cooperate with others, engage in role play, and develop
perceived risk and adventure. large-muscle groups. Offering a variety of wheeled toys
Risk and challenge. Children need opportunities to do challenges children with different ability levels. Likewise,
things that are exciting and adventurous. We can create a a pathway designed with a slight slope gives children an
sense of risk and challenge in a safe environment. Open- additional challenge. Include helmets to promote safety at
ended components, such as a log, balance beam, stump, or an early age.
flagstone path, challenge children’s physical, social, and Manipulative equipment. Objects such as balls, jump
cognitive abilities by encouraging them to create their own ropes, ribbons, and hula hoops give children practice in
challenge or obstacle course and engage in increasingly object control skills, such as throwing, catching, retriev-
more difficult and complex activities. ing, rolling, bowling, kicking, and batting. Adding portable
Create a sense of adventure by including grass mazes equipment to play spaces promotes greater physical activity
or adventure pathways that present a range of obstacles or for young children than traditional anchored equipment
challenges with natural open-ended components like those alone (Brown et al. 2009).

30 www.naeyc.org/yc n Young Children   November 2014

 Sand play area. Large sand areas provide ample room
for children to explore and discover the qualities of sand
or mud, and they encourage peer interaction. Including Accessibility and Inclusive Play

A
dramatic play props promotes a variety of imaginative play.
ll children need to be able to get to everything in
Elevated sand tables may make sand play accessible to chil-
the outdoor play space. Children across ages and
dren who have special needs. At a raised sand area children abilities should have access to and enjoy the play
can sit or stand around the containers to play with the sand. space and the opportunities it creates with their peers.
In lower sand areas, children use their bodies to develop Be certain that surfacing on the play areas and sur-
nonlocomotor skills, such as bending and squatting as they rounding paths are accessible: consider path width and
dig and play in the sand. Dirt or soil digging areas afford surface texture so that walkers and wheelchairs easily
children a different tactile experience and the chance to traverse all areas, and provide access to mixed-use play
discover insects and earthworms. equipment or free-standing accessible play equipment,
Water play features. With less worry about spillage and like slides, elevated sandboxes, and spring riders.
mess, outside play invites water exploration. Water play fea- The key features should allow opportunities for chil-
tures can be permanent features, such as a water fountain dren’s various levels of physical abilities, with lesser and
or small waterfall integrated into the landscape of a yard, greater challenges provided. For example, play spaces
or temporary and portable, such as a hose, a small wading may include lower and higher climbing areas. For chil-
pool, a water table, or the addition of water to the sand or dren who feel anxious or overwhelmed by a busy play
space, add natural features such as shrubs, plants, and
digging area. Children can enjoy a sprinkler, stream, or
trees to provide more sheltered and intimate spaces.
recirculating shallow-water feature (such as a small manu-
Build a living willow hut or a nestlike structure made
factured stream or waterfall) to explore running water and from tree branches (Casey 2007).
learn how water moves and changes. Predicting whether
objects sink or float, discovering which objects move faster
in flowing water (a leaf or a stick?), and exploring how the
addition of water changes materials such as dirt or sand
fosters science learning. Place buckets of water outside
with large paint brushes so children can “paint” concrete
sidewalks or brick walls. Be sure that water does not stand Coming Soon
for more than a few hours and is not deeper than regulatory
codes for your region.
Music and movement—acoustic play area. An outdoor Coaching With Powerful In-
play space can include an area with marimbas, log drums, teractions
rain sticks, chimes, and other instruments. Such an area A Guide for
inspires children to explore natural sounds in the environ-
Partnering With
ment, make loud music, compose music individually and
collaboratively, and move expressively. Low-cost options
Early Childhood
include old pots and pans, securely closed plastic bottles
Teachers
filled with pebbles, aluminum garbage can lids attached to Judy Jablon,
or hung from a fence, and large barrels from places such as Amy Laura Dombro,
car washes to make a big-boom drum. and Shaun Johnsen

T
Balance beams and stepping stones. Using these,
his interactive,
children practice stability skills such as balancing, turning,
enhanced ebook
stopping, bending, and transferring weight. Some compa-
with embedded
nies provide manufactured balance beams; however, tree video is a guide for
logs also can be used as balance beams. Large, smooth coaches and other
stones or several small tree stumps provide excellent op- professionals who support the work of teachers.
portunities to practice stability skills and to incorporate
natural elements into the play space. These can create an Item E002 List $60 Member $48 (20% savings)
adventurous pathway to another play area.
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development. Depending on their imaginations, children
may also have opportunities to use fine motor and gross

November 2014    Young Children n www.naeyc.org/yc 31

 motor skills. To prompt creativity, change the props you
make available so that the same structure becomes a boat, a Percentage of Centers
train, or a magical ship setting off to outer space. Implementing Categories Before
Flower or vegetable gardens. Children can grow plants,
Improvement of Play Spaces
herbs, and flowers; eat home-grown produce; and experi- This table shows the percentage of 722 Head Start
ence the life cycle of plants in gardens. Plants also provide centers whose outdoor play spaces mostly or fully met
aesthetic features to the outdoor space and a variety of criteria in the survey’s 11 categories before the centers
textures and smells for children to explore and discover. made improvements using Head Start Body Start grants.
Promote family and community involvement by engaging
parent and community volunteers in visiting and helping to Percentage of
plant the flowers or vegetables in the garden. Children of- Category centers already
ten develop an appreciation for eating fresh produce if they implementing category
have a sense of responsibility in growing the vegetables or
Key features 30.2%
fruits (NWF & NLI 2012).
Loose parts. Materials for building include items Movement opportunities 43.6%
such as pinecones, milk crates, building blocks, and small
Flexibility/play 22.9%
stumps, logs, or branches. Loose parts promote construc-
tive play and encourage the development of both fine and Shelter/shade structures 37.4%
gross motor skills. Recycle, reuse, and borrow from nature
to create a cache of loose parts that stimulate creativity. Natural features 9.6%
Children manipulate materials and experiment with build- Welcoming atmosphere 16.3%
ing in different ways outdoors than they do with blocks
indoors. Observe, and follow their lead! Sensory elements 17.4 %
Trees for climbing. Good climbing trees give children
Accessibility/inclusive play 29.4%
the opportunity to climb, balance, and transfer weight.
Climbing also gives children the opportunity to take calcu- Risk/challenge 14.8%
lated risks and gain greater control over their large muscles.
Surfacing 48.3%
If your outdoor play space does not have a climbing tree,
bring in a large tree trunk from a tree that has fallen or Enclosures/safety features 70.2%
been cut down to give children a similar experience and
sense of adventure. Source: Adapted from “Head Start Centers With Survey Categories
Climbing and rolling mounds. Give children an oppor- Already Implemented Before Improvements With HSBS Grant (N = 722)”
tunity to develop stability skills such as balancing, rolling, (Head Start Body Start National Center for Physical Development and
Outdoor Play 2010).
and stopping, or locomotor skills such as run-
ning, galloping, and skipping. Rolling, sliding, or
running down a hill or slope lets children expe-
rience space and various forces of movement.

32 www.naeyc.org/yc n Young Children   November 2014

 Raised decks or stages. These can be gathering or wel- certainly some of these are more commonly implemented
coming places for children. This area can be a place to read than others. To help you interpret the results of your self-
stories together, act out stories, sing, or dance. It provides a assessment, we provide baseline data from a national
place for children to perform (Murray 2012). Try large pal- sample of Head Start centers (see “Percentage of Centers
lets from a home improvement store as low cost options to a Implementing Categories Before Improvement of Play
raised deck or stage (Casey 2007). Or surround a flat space Spaces”). These data were collected from 722 HSBS grantee
with seating such as tree stumps or milk crates. sites (349 in 2009 and 373 in 2010) before they began their
Decorative elements. A high-quality outdoor play play space improvements. In all, this sample represents
space includes decorative elements, such as banners, wind Head Start centers from 49 of the 50 states.
chimes, wind socks, statues, flags, cultural artifacts, or
decorative objects (e.g., wreaths, fence weavings, murals, It is important to keep the focus on
weather vanes, pinwheels, whimsical signs, garlands, or
sculptures) that add visual and auditory interest and appeal the children and the movement
(DeBord et al. 2005). Natural playscape designer Rusty opportunities you want them to have.
Keeler (2008) suggests using the talents of local artists
such as brickmasons, painters, sculptors, and craftspeople After rating your center’s outdoor play space using the
to personalize the play space, making it a welcoming and holistic rubric and five-point implementation rating scale
unique environment for children. (where 1 = Not at All and 5 = Fully) found in the survey,
you can compare your results to the national norms in the
Compare your outdoor play space table. For instance, based on these norms, you should not
For early childhood educators who wish to use the HSBS be surprised if you have room to improve in areas such as
Play Space Assessment to evaluate their outdoor play space, natural features, risk/challenge, welcoming atmosphere,
it is helpful to have a reference point for comparison. It is and sensory elements. In fact, less than 20 percent of the
unlikely that you will find your current play space has fully Head Start centers in this national sample reported they
implemented all the categories discussed in this article, and had Mostly or Fully met the criteria in these four categories.

NEW!

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Supporting Dual Language Learners
Meghan Dombrink-Green & Holly Bohart, eds., with Karen N. Nemeth

C
overing infancy to third grade, the articles in this collection offer
practical ways of supporting children who are dual language
learners, their families, and staff. Included are suggestions for
using technology as a teaching tool, pairing children and using projects
to support development, and addressing challenging behaviors. In addi-
tion, there is a professional development guide.

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November 2014    Young Children n www.naeyc.org/yc 33

 Bower, J.K., D.P. Hales, D.F. Tate, D.A. Rubin, S.E. Benjamin, & D.S.
Ward. 2008. “The Childcare Environment and Children’s Physical
Conclusion Activity.” American Journal of Preventive Medicine 34 (1): 23–29.
Numerous practitioners have reported that the Play Brown, W.H., K.A. Pfeiffer, K.L. McIver, M. Dowda, C.L. Addy, & R.R.
Space Assessment provides a comprehensive framework Pate. 2009. “Social and Environmental Factors Associated With
for thinking about the quality of outdoor play spaces for Preschoolers’ Nonsedentary Physical Activity.” Child Development
80 (1): 45–58. www.ncbi.nlm.nih.gov/pmc/articles/PMC2648129.
preschoolers. While having national norms as a point of
comparison may help individuals interpret their play space Burdette, H.L., & R.C. Whitaker. 2005. “Resurrecting Free Play in
Young Children: Looking Beyond Fitness and Fatness to Attention,
self-assessment, we hope early childhood settings can use Affiliation, and Affect.” Archives of Pediatric and Adolescent Medicine
this tool to bring about improvements. After identifying 159: 46–50. www.childrenandnature.org/downloads/Burdette_
areas for improvement, your baseline results will give you LookingBeyond.pdf.
an even more meaningful reference point for gauging suc- Casey, T. 2007. Environments for Outdoor Play: A Practical Guide to
Making Space for Children. London: Paul Chapman.
cess in improvements over time.
Remember that as you begin to plan for changes and Centers for Disease Control and Prevention (CDC). 2009. “Obesity
Prevalence Among Low-Income, Preschool-Aged Children—US,
enhancements to an outdoor play space, it is important to 1998–2008.” Morbidity and Mortality Weekly Report 58 (28): 769–96.
keep the focus on the children and the movement opportu- www.cdc.gov/mmwr/pdf/wk/mm.5828.pdf.
nities you want them to have. We agree with Jim Green- Centers for Disease Control and Prevention (CDC). 2014. “Childhood
man (2003), who stated, “Rather than beginning with Obesity Facts: Prevalence of Childhood Obesity in the United States,
2011–2012.” www.cdc.gov/obesity/data/childhood.html.
catalogs and decisions about equipment and surfaces, start
with what it is that children should be able to do outside, DeBord, K., L.L. Hestenes, R.C. Moore, N.G. Cosco, & J.R. McGin-
nis. 2005. “Preschool Outdoor Environment Measurement Scale
if only we could make it happen. Then decide how best to (POEMS): An Assessment Tool for Evaluating the Quality of
accomplish this.” Outdoor Environments in Childcare Centers for Children 3–5 Years
Old.” Winston Salem, NC: Kaplan Early Learning.

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Keeler, R. 2008. Natural Playscapes: Creating Outdoor Play Environ-
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34 www.naeyc.org/yc n Young Children   November 2014