Outdoor Learning in Cold Weather: A Study of Nature Preschools’ Policies, Practices and Procedures

Abstract

Cold weather outdoor play in early childhood facilitates development and overall well-being, yet it is an underresearched topic, with parents, practitioners and policy- and decision-makers having various levels of understanding and comfort. Thus, this study compiled and summarized procedural knowledge about cold weather outdoor play from preschool practitioners (lead teachers) who have a shared value of outdoor and nature-based play experiences and are actively implementing cold weather play in their programs. Drawing upon 38 questionnaire responses and nine interviews with practitioners in Minnesota and Norway, the data suggests that these practitioners value the unique benefits of cold weather play and use a variety of strategies to safely bring children outdoors despite very cold temperatures that occur during program hours. Starting with small steps, outdoor play can progressively be built upon to withstand longer periods and in colder temperatures. This study resulted in a better understanding of what nature-based preschool practitioners are currently doing to support outdoor learning in winter environments. Countering cold weather safety concerns among interest holders and community members furthers the movement for outdoor learning in public and private preschool settings.