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. 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.
AUTHORS
Funded Project
Intervention Creation
and Testing