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Assessing Educator Responsivity in Outdoor Early Childhood Education and Care Settings: Validating the Outdoor Environment Version of the Responsive Interactions for Learning Measure.

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Title: Assessing Educator Responsivity in Outdoor Early Childhood Education and Care Settings: Validating the Outdoor Environment Version of the Responsive Interactions for Learning Measure.
Authors: Yu, Esther1 (AUTHOR), Burns, Samantha1 (AUTHOR), Jenkins, Jennifer1 (AUTHOR), Perlman, Michal1 (AUTHOR) michal.perlman@utoronto.ca
Source: Early Education & Development. Oct2025, Vol. 36 Issue 7, p1695-1714. 20p.
Subject Terms: *Outdoor education, *Authentic assessment, *Teacher-student relationships, Psychometrics, Social interaction, Standards
Abstract: Research Findings: Outdoor time is essential in early childhood education, yet quality assessments that are specifically focused on outdoor settings remain limited. Existing indoor measures primarily evaluate environment-level quality while neglecting educator-child interactions and the educators' central role in children's central learning. This study evaluates the psychometric properties of the Responsive Interactions for Learning – Outdoor Environment (RIFL-OE), designed for efficient assessment of outdoor interactions. Across 161 educators in 68 outdoor settings, the mean responsivity score was 2.74 on a 5-point scale, which is lower than RIFL scores in indoor classrooms. Confirmatory factor analysis supported a unidimensional model and the measure demonstrated high internal consistency (α = 0.96). Small but significant correlations were found with the Preschool Outdoor Environment Measurement Scale's Interaction subscale (r = 0.27, p <.001) and total score (r = 0.24, p =.002). Item response theory analyses showed good item discrimination and high information across levels of responsivity. Practice or Policy: RIFL-OE offers an efficient way for practitioners to evaluate educator-child interaction quality in outdoor settings, providing insights to enhance outdoor learning environments and inform policies on outdoor education practices. [ABSTRACT FROM AUTHOR]
Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Label: Title
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  Data: Assessing Educator Responsivity in Outdoor Early Childhood Education and Care Settings: Validating the Outdoor Environment Version of the Responsive Interactions for Learning Measure.
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Yu%2C+Esther%22&quot;&gt;Yu, Esther&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Burns%2C+Samantha%22&quot;&gt;Burns, Samantha&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Jenkins%2C+Jennifer%22&quot;&gt;Jenkins, Jennifer&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Perlman%2C+Michal%22&quot;&gt;Perlman, Michal&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt; (AUTHOR)&lt;i&gt; michal.perlman@utoronto.ca&lt;/i&gt;
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Early+Education+%26+Development%22&quot;&gt;Early Education &amp; Development&lt;/searchLink&gt;. Oct2025, Vol. 36 Issue 7, p1695-1714. 20p.
– Name: Subject
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  Data: *&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Outdoor+education%22&quot;&gt;Outdoor education&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Authentic+assessment%22&quot;&gt;Authentic assessment&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Teacher-student+relationships%22&quot;&gt;Teacher-student relationships&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Psychometrics%22&quot;&gt;Psychometrics&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Social+interaction%22&quot;&gt;Social interaction&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Standards%22&quot;&gt;Standards&lt;/searchLink&gt;
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Research Findings: Outdoor time is essential in early childhood education, yet quality assessments that are specifically focused on outdoor settings remain limited. Existing indoor measures primarily evaluate environment-level quality while neglecting educator-child interactions and the educators&#39; central role in children&#39;s central learning. This study evaluates the psychometric properties of the Responsive Interactions for Learning – Outdoor Environment (RIFL-OE), designed for efficient assessment of outdoor interactions. Across 161 educators in 68 outdoor settings, the mean responsivity score was 2.74 on a 5-point scale, which is lower than RIFL scores in indoor classrooms. Confirmatory factor analysis supported a unidimensional model and the measure demonstrated high internal consistency (α = 0.96). Small but significant correlations were found with the Preschool Outdoor Environment Measurement Scale&#39;s Interaction subscale (r = 0.27, p &lt;.001) and total score (r = 0.24, p =.002). Item response theory analyses showed good item discrimination and high information across levels of responsivity. Practice or Policy: RIFL-OE offers an efficient way for practitioners to evaluate educator-child interaction quality in outdoor settings, providing insights to enhance outdoor learning environments and inform policies on outdoor education practices. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: &lt;i&gt;Copyright of Early Education &amp; Development is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/10409289.2025.2496369
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 20
        StartPage: 1695
    Subjects:
      – SubjectFull: Outdoor education
        Type: general
      – SubjectFull: Authentic assessment
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Psychometrics
        Type: general
      – SubjectFull: Social interaction
        Type: general
      – SubjectFull: Standards
        Type: general
    Titles:
      – TitleFull: Assessing Educator Responsivity in Outdoor Early Childhood Education and Care Settings: Validating the Outdoor Environment Version of the Responsive Interactions for Learning Measure.
        Type: main
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          Name:
            NameFull: Yu, Esther
      – PersonEntity:
          Name:
            NameFull: Burns, Samantha
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          Name:
            NameFull: Jenkins, Jennifer
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            NameFull: Perlman, Michal
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            – D: 01
              M: 10
              Text: Oct2025
              Type: published
              Y: 2025
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              Value: 36
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              Value: 7
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            – TitleFull: Early Education & Development
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