勛圖厙

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Program Tool

Outdoor Learning Environment Inventory

勛圖厙 Management Learning Environments Lesson 3 Apply Outdoor Learning Environment Inventory
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Directions: Use this checklist to help you evaluate the outdoor learning environments for child-development and school-age programs. Share your observations with staff and Program Managers to discuss what you observed and brainstorm ideas for making any needed improvements.

Space and Design

  • There is an unobstructed view of the children at all times.
  • There is easy access to and from the indoor space used by the program.
  • There is easy access to restrooms.
  • There is a drinking fountain.
  • There is a water spigot for attaching a hose.
  • There is age-appropriate equipment for climbing, swinging, and building.
  • There is a storage shed. 
  • There are soft materials like sawdust, sand, or bark under swings, slides, and climbers.
  • There are sunny and shady areas.
  • There are paved or hard surfaces for riding, chalk, etc.
  • There is a covered area for use in wet weather.
  • There is an open, grassy space for running, kicking, throwing, etc. 
  • There is an area for digging.

Safety

  • The area is free from litter.
  • There are no damaged materials and/or equipment.
  • There are no signs of rust, splinters, and/or cracks in any equipment.
  • There are no obvious hazards (s-hooks on swings, sharp edges, place to pinch fingers).
  • There are no large rocks or roots that may trip children.
  • There are protective surfaces under climbers, swings and slides.

Spaces for Learning

  • There is a sand or water area.
  • There is a space for sitting and reading books.
  • There is a dramatic play materials (kitchen, house, costumes).
  • There are blocks.
  • There are props for imaginative play (tubes, boxes, ramps).
  • There are wheeled toys.
  • There are balls, bean bags, or other objects for throwing.
  • There are sand and water toys.
  • There is chalk or material for art and writing.
  • There are opportunities for music (bells, cymbals, materials that make noise when struck, radio for dancing).
  • There are tools for exploration (binoculars, magnifying glasses, thermometers).
  • There are tools or objects for exploration (pulleys, ramps, pipes)?
  • There are plants.
  • The children are encouraged to take care of plants.
  • There are opportunities for taking walks.
Notes:
 

References and Source Material:

Cryer, D., Harms, T., & Riley, C. (2003). All about the ECERS-R: A detailed guide in words and pictures to be used with the ECERS-R. Kaplan Early Learning Co.

Dodge, D. T., Colker, L. J., & Heroman, C. (2002). The Creative Curriculum for Preschool (4th ed.). Washington, DC: Teaching Strategies, Inc.