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Abstract
ABSTRACT Research Findings: 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. Across 161 educators in 68 outdoor settings, the mean responsivity score was 2.74 on a 5-point scale, which is lower than RIFL scores in indoor classrooms. Confirmatory factor analysis supported a unidimensional model and the measure demonstrated high internal consistency (α = 0.96). Small but significant correlations were found with the Preschool Outdoor Environment Measurement Scale’s Interaction subscale (r = 0.27, p < .001) and total score (r = 0.24, p = .002). Item response theory analyses showed good item discrimination and high information across levels of responsivity. Practice or Policy: 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.
Published Version
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