View in EDS

How Cold Is Too Cold? A Descriptive Study of Cold-Weather Play in Minnesota's Nature-Based Early Learning Programs

Saved in:
Bibliographic Details
Title: How Cold Is Too Cold? A Descriptive Study of Cold-Weather Play in Minnesota's Nature-Based Early Learning Programs
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1506128
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1506128
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: How Cold Is Too Cold? A Descriptive Study of Cold-Weather Play in Minnesota's Nature-Based Early Learning Programs
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Julie+Ernst%22">Julie Ernst</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+K%2E+Johnson%22">Emily K. Johnson</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Early+Childhood+Environmental+Education%22"><i>International Journal of Early Childhood Environmental Education</i></searchLink>. 2026 13(1):76-89.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: North American Association for Environmnental Education. 1725 DeSales Street NW, Washington, DC 20036. Tel: 202-419-0412; Web site: https://naturalstart.org/research
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Weather%22">Weather</searchLink><br /><searchLink fieldCode="DE" term="%22Outdoor+Education%22">Outdoor Education</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Safety%22">Child Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Ecological+Factors%22">Ecological Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Minnesota%22">Minnesota</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2331-0464
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1506128
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506128
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 76
    Subjects:
      – SubjectFull: Play
        Type: general
      – SubjectFull: Weather
        Type: general
      – SubjectFull: Outdoor Education
        Type: general
      – SubjectFull: Child Safety
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Adjustment (to Environment)
        Type: general
      – SubjectFull: Ecological Factors
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Minnesota
        Type: general
    Titles:
      – TitleFull: How Cold Is Too Cold? A Descriptive Study of Cold-Weather Play in Minnesota's Nature-Based Early Learning Programs
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Julie Ernst
      – PersonEntity:
          Name:
            NameFull: Emily K. Johnson
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 2331-0464
          Numbering:
            – Type: volume
              Value: 13
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of Early Childhood Environmental Education
              Type: main
ResultId 1