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