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Design Criteria for Preschool Outdoor Learning Environments

Sayı: 2026 14 Eylül 2026
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Design Criteria for Preschool Outdoor Learning Environments

Öz

This study aims to bring together, within a coherent framework, the dispersed principles in the literature regarding how outdoor spaces in preschool education institutions should be designed to support the outdoor learning approach. Accordingly, national and international sources on outdoor learning, school garden design, child–nature interaction, and preschool learning environments were examined; and five fundamental design criteria were identified using content analysis and thematic classification methods. These criteria are “zoning”, “connectivity”, “flexibility and transformability”, “loose parts”, and “seasonality”. In the second stage of the study, the garden of Bahçeşehir Preschool, an institution reported to implement nature‑based education models, was selected as the sample area; and the garden was evaluated according to the developed set of criteria based on on‑site observations and field examinations. The findings demonstrate that the sample area is strong in terms of the diversity of nature‑based activities, the use of loose materials, and the presence of structures that support seasonality. However, the lack of spatial zoning, the weak connection between indoor and outdoor spaces, and the absence of quiet retreat areas were identified as key factors limiting the spatial quality of the learning experience. This study offers an original contribution to the literature by both presenting a comprehensive set of design criteria and examining the applicability of these criteria in a real school garden. The results are expected to contribute to the development of school garden design standards, the improvement of outdoor learning practices, and the strengthening of early childhood education policies.

Anahtar Kelimeler

Design criteria, outdoor learning, preschool outdoor design

Etik Beyan

The authors declared that an ethics committee approval certificate is not required.

Teşekkür

This study is derived from the master’s thesis entitled “Okul Öncesi Eğitim Kurumu Bahçelerinin Açık Havada Öğrenme Yaklaşımına Yönelik Tasarım Kriterlerinin Belirlenmesi”, completed in 2023 at the Graduate School of Natural and Applied Sciences, Department of Agriculture and Life Sciences, Çankırı Karatekin University. We extend our sincere thanks to Mrs Macide Işık, Principal of Bahçeşehir Preschool, for her valuable support.

Kaynakça

  1. Afshar F.N., & Barrie, A. (2021, 14-18 December 2020). The Significance of Outdoor Learning Environments Innovative Learning Environments. Rethinking Sustainable Pacific Rim Territories. Proceedings of the 2020 APRU Sustainable Cities and Landscapes Hub PhD Symposium.
  2. Aktulun, Ö., & Kasapoğlu, K. (2018). Okul öncesi çocuklarının okul bahçesine ilişkin algıları: Fenomenolojik bir çalışma. In S. Dinçer (Ed.), Değişen Dünyada Eğitim. PEGEM AKADEMİ. https://doi.org/10.14527/9786052412480
  3. Aşkar, N. (2021). Açık havada eğitim: okul öncesi eğitim programı materyalleri bağlamında bir değerlendirme. Yaşadıkça Eğitim, 35(1), 132-153.
  4. Bilton, H. (2010). Outdoor Learning in the Early Years: Management and Innovation (3 ed.). Routledge. https://doi.org/10.4324/9780203860137
  5. Bisson, C. (1996). The Outdoor Education Umbrella: A Metaphoric Model to Conceptualize Outdoor Experiential Learning Methods. ERIC Digest, 40- 46.
  6. Boston Schoolyard Initiative (2015). Outdoor Classroom Design Guide. In (Vol. 2022). England: Boston Schoolyard Initiative. http://www.schoolyards.org.
  7. Campbell, H. (2013). Landscape and Child Development: A Guide for Early Years–Kindergarten Play- Learning Environments (2, Ed.). Evergreen.
  8. Cankaya, O., Rohatyn-Martin, N., Leach, J., Taylor, K., & Bulut, O. (2023). Preschool Children’s Loose Parts Play and the Relationship to Cognitive Development: A Review of the Literature. Journal of Intelligence, 11.
  9. Chiew, G.Y., & Yunus, H.M. (2024). Preschool Teachers Perspectives on Outdoor Play Among Malaysia’s Preschoolers. Journal of Ecohumanism, 1108- 1150.
  10. Clipa, O., & Cîmpan, E. (2020). Social-Emotional Competences of Preschoolers: The Impact of Outdoor Educational Activities. https://doi.org/10.3726/b17740

Kaynak Göster

APA
Gürbüz İnce, H., & Karaca, E. (2026). Design Criteria for Preschool Outdoor Learning Environments. Journal of Anatolian Environmental and Animal Sciences, 2026. https://doi.org/10.35229/jaes.1926704
AMA
1.Gürbüz İnce H, Karaca E. Design Criteria for Preschool Outdoor Learning Environments. Journal of Anatolian Environmental and Animal Sciences. 2026;(2026). doi:10.35229/jaes.1926704
Chicago
Gürbüz İnce, Hatice, ve Elif Karaca. 2026. “Design Criteria for Preschool Outdoor Learning Environments”. Journal of Anatolian Environmental and Animal Sciences, sy 2026. https://doi.org/10.35229/jaes.1926704.
EndNote
Gürbüz İnce H, Karaca E (01 Eylül 2026) Design Criteria for Preschool Outdoor Learning Environments. Journal of Anatolian Environmental and Animal Sciences 2026
IEEE
[1]H. Gürbüz İnce ve E. Karaca, “Design Criteria for Preschool Outdoor Learning Environments”, Journal of Anatolian Environmental and Animal Sciences, sy 2026, Eyl. 2026, doi: 10.35229/jaes.1926704.
ISNAD
Gürbüz İnce, Hatice - Karaca, Elif. “Design Criteria for Preschool Outdoor Learning Environments”. Journal of Anatolian Environmental and Animal Sciences. 2026 (01 Eylül 2026). https://doi.org/10.35229/jaes.1926704.
JAMA
1.Gürbüz İnce H, Karaca E. Design Criteria for Preschool Outdoor Learning Environments. Journal of Anatolian Environmental and Animal Sciences. 2026. doi:10.35229/jaes.1926704.
MLA
Gürbüz İnce, Hatice, ve Elif Karaca. “Design Criteria for Preschool Outdoor Learning Environments”. Journal of Anatolian Environmental and Animal Sciences, sy 2026, Eylül 2026, doi:10.35229/jaes.1926704.
Vancouver
1.Hatice Gürbüz İnce, Elif Karaca. Design Criteria for Preschool Outdoor Learning Environments. Journal of Anatolian Environmental and Animal Sciences. 01 Eylül 2026;(2026). doi:10.35229/jaes.1926704