The Influence of Outdoor Learning Environments on the Early Childhood Development of The Kindergarten Learners

Abstract

This study assessed the influence of outdoor learning environments on the early childhood development of kindergarten learners at Nangka Elementary School, Balamban, Cebu, during the school year 2025–2026 as a basis for an action plan. Employing a descriptive-correlational research design, the study involved 60 parents who evaluated the outdoor learning environment across four dimensions (physical environment features, safety and accessibility, natural elements and materials, and play opportunities and affordances), and four kindergarten teachers who assessed 60 learners across four developmental domains (physical fitness, approaches to learning, socialization, and imagination). Data were collected using an adapted questionnaire and analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson’s correlation coefficient. The findings revealed that the outdoor learning environment was rated "Very Good", with safety and accessibility receiving the highest rating. Learners' early childhood development was "Highly Developed", with physical fitness as the strongest domain. However, specific deficiencies were identified, including limited ball play equipment, hanging structures, water sources, and lower ratings in problem-solving experimentation and original role-play. The correlation analysis yielded an r-value of 0.155 (p = 0.236), indicating no significant relationship between the two variables. Consequently, the null hypothesis was not rejected. Based on these findings, an action plan titled "Project P.L.A.Y. (Promoting Learning through Active Yardscapes)" was proposed to address the identified gaps through targeted environmental enhancements and pedagogical strategies.