How Cold Is Too Cold? A Descriptive Study of Cold-Weather Play in Minnesota's Nature-Based Early Learning Programs
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| Title: | How Cold Is Too Cold? A Descriptive Study of Cold-Weather Play in Minnesota's Nature-Based Early Learning Programs |
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| Language: | English |
| Authors: | Julie Ernst, Emily K. Johnson |
| Source: | International Journal of Early Childhood Environmental Education. 2026 13(1):76-89. |
| Availability: | North American Association for Environmnental Education. 1725 DeSales Street NW, Washington, DC 20036. Tel: 202-419-0412; Web site: https://naturalstart.org/research |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Play, Weather, Outdoor Education, Child Safety, Early Childhood Education, Educational Environment, Barriers, Preschool Children, Adjustment (to Environment), Ecological Factors, Educational Benefits |
| Geographic Terms: | Minnesota |
| ISSN: | 2331-0464 |
| Abstract: | While young children generally enjoy outside playtime regardless of the weather (Bilton, 2010), inclement weather often surfaces as a barrier to outdoor play among early childhood educators (McClintic & Petty, 2015). Considering declining outdoor playtime in childcare centers (Copeland et al., 2016) and significant declines in childcare-related outdoor playtime in northern latitudes across seasonal changes (Merrill et al., 2005; Schuna et al., 2016), a descriptive study of cold-weather outdoor play was conducted of 39 Minnesotan (United States) nature-based early learning programs. Since perceptions regarding the difficulty and safety of outdoor play provision are predictive of the implementation of outdoor play (Chakravarthi, Hatfield, & Hestenes, 2009), this study documented weekly outdoor playtime in winter months, strategies used to keep children safe in sub-zero temperatures, and perceived benefits of cold-weather play. This study can inform efforts to help reduce cold-weather safety concerns among other decision-makers, such as administrators and lawmakers, particularly in the context of advocating for early childhood regulatory and licensure language that supports outdoor learning for all children. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506128 |
| Database: | ERIC |
| Abstract: | While young children generally enjoy outside playtime regardless of the weather (Bilton, 2010), inclement weather often surfaces as a barrier to outdoor play among early childhood educators (McClintic & Petty, 2015). Considering declining outdoor playtime in childcare centers (Copeland et al., 2016) and significant declines in childcare-related outdoor playtime in northern latitudes across seasonal changes (Merrill et al., 2005; Schuna et al., 2016), a descriptive study of cold-weather outdoor play was conducted of 39 Minnesotan (United States) nature-based early learning programs. Since perceptions regarding the difficulty and safety of outdoor play provision are predictive of the implementation of outdoor play (Chakravarthi, Hatfield, & Hestenes, 2009), this study documented weekly outdoor playtime in winter months, strategies used to keep children safe in sub-zero temperatures, and perceived benefits of cold-weather play. This study can inform efforts to help reduce cold-weather safety concerns among other decision-makers, such as administrators and lawmakers, particularly in the context of advocating for early childhood regulatory and licensure language that supports outdoor learning for all children. |
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| ISSN: | 2331-0464 |
