University Archives

CSACE (brief) Abstract  

Opening sentence  

The intent of this research is to identify and develop effective outdoor play strategies that can be integrated into the design of early childhood education environments to support holistic child development, enhance engagement and performance in school, and strengthen long-term learning retention. 

Brief background  

Research in education and environmental psychology shows that children learn through embodied, experiential interaction with their surroundings rather than passive instruction (Bilton). Despite this knowledge, most schools remain organized around indoor classrooms and technology-based learning, while studies on nature-deficit disorder and declining outdoor activity suggest reduced exposure to outdoor environments can limit focus, collaboration, and environmental awareness. 

Questions 

This investigation asks: 

• What design strategies can shape outdoor play environments that support the development of children ages 2–9 in Detroit? 

• How can outdoor play be designed as an active educational tool within Detroit’s public-school environments? 

• How can outdoor play environments support safety, accessibility, and equity in Detroit public schools? 

Methods  

This investigation combines literature review, historical analysis, field observation, and case study research. Field studies of five Detroit parks mapped children’s movement patterns, activity zones, materials, and cultural markers, while a historical timeline of playground evolution and a case study of the Detroit Schools examined how outdoor play can function as an integrated learning environment. 

Findings 

Findings reveal that outdoor environments support children’s cognitive, social, and physical development by encouraging exploration, imagination, and sensory learning. These results suggest that integrating outdoor play into school design can strengthen engagement, support child development, and expand learning beyond the traditional classrooms.