Equipment & Gear: Outdoor and Nature-Based Learning
Weather conditions, outdoor temperatures, and access to appropriate gear affect how educators can implement safety protocols for outdoor and nature-based experiences with young children. Educators can make decisions about the maximum and minimum outdoor temperatures for outdoor activities and follow local guidelines and regulations.
Educators must consider several factors when deciding how much time to spend outside, as well as when and where to do so.
Access to shade is an essential factor influencing decisions about being outside in extremely warm weather. Some factors educators use to decide whether to go outside in cold temperatures include:
Educators must consider several factors when deciding how much time to spend outside, as well as when and where to do so.
Access to shade is an essential factor influencing decisions about being outside in extremely warm weather. Some factors educators use to decide whether to go outside in cold temperatures include:
- program regulations
- local school district policies
- wind chill charts
- children's ages
- appropriate gear
- sunshine levels
Outdoor Area
Outdoor play areas in nature-based programs can range from costly, elaborate, professionally designed, landscaped areas to simple yards with features like grassy play areas, but they don’t have to be expensive or elaborate to benefit children (Powers & Williams Ridge, 2016; Wirth & Rosenow, 2012).
With safety in mind, educators can develop simple outdoor play areas and activities that offer rich experiences that allow children to connect with nature.
With safety in mind, educators can develop simple outdoor play areas and activities that offer rich experiences that allow children to connect with nature.
Equipment
Some equipment an educator can consider for infants and toddlers includes:
Educators might want to ask parents to donate old kitchen tools, pots, and pans to add to an outdoor play kitchen or "mud kitchen" (Powers & Williams Ridge, 2016).
Educators can use simple materials, such as notebooks and cameras, to document learning in early childhood programs. In outdoor learning programs, waterproof notebooks are valuable tools for making observations during activities that may be wet or rainy (Minnesota Department of Education, 2021).
- a blanket to spread out on the ground
- small buckets and shovels for digging
- large handheld magnifiers for investigating nature (older toddlers)
- a wagon for pulling children on a walk
Educators might want to ask parents to donate old kitchen tools, pots, and pans to add to an outdoor play kitchen or "mud kitchen" (Powers & Williams Ridge, 2016).
Educators can use simple materials, such as notebooks and cameras, to document learning in early childhood programs. In outdoor learning programs, waterproof notebooks are valuable tools for making observations during activities that may be wet or rainy (Minnesota Department of Education, 2021).
Nature provides many materials that can enhance learning. Visit the Learning Environment and Materials section to find a list of materials to consider.
iStock.com/romrodinka
Outdoor GearIn nature-based programs, educators can embrace all kinds of weather. They can take children outside when it is safe, even in rainy and wintry weather, when other traditional programs might choose to stay indoors.
Children must be dressed appropriately to maximize outdoor play opportunities in diverse weather, often in waterproof full-body suits and boots in rainy or wintry conditions. Extra precautions should be taken to monitor the well-being of infants and toddlers during very hot and cold temperatures, as very young children often are unable to communicate their comfort levels as easily as older children might. Just like the children, educators need proper gear for different weather conditions, and can use waterproof full-body suits and boots similar to the children's when going out in rain and snow. 
iStock.com/Paulo Sousa
There is no bad weather, only bad gear!
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Gear for All Kinds of Weather
Find more information about equipment and gear in the Additional Resources.
Additional ResourcesOutdoor and Nature-Based Learning: Learn more about gear and equipment recommended in the Minnesota Department of Children, Youth, and Families resource:
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References
Ernst, J. (2025). Guidance for cold-weather play by and for early childhood practitioners. Natural Start Alliance. https://naturalstart.org/what-we-do/events/natural-start-forum-flourishing-nature.
Minnesota Department of Education. (2021). Early childhood outdoor learning booklet. https://education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=PROD046760&RevisionSelectionMethod=latestReleased&Rendition=primary.
Powers, J., & Williams Ridge, S. (2016). Nature-based learning for young children : Anytime, anywhere, on any budget (1st ed.). Redleaf Press.
Wirth, S., & Rosenow, N. (2012). Supporting Whole-Child Learning in Nature-Filled Outdoor Classrooms. YC Young Children, 67(1), 42–48.
Ernst, J. (2025). Guidance for cold-weather play by and for early childhood practitioners. Natural Start Alliance. https://naturalstart.org/what-we-do/events/natural-start-forum-flourishing-nature.
Minnesota Department of Education. (2021). Early childhood outdoor learning booklet. https://education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=PROD046760&RevisionSelectionMethod=latestReleased&Rendition=primary.
Powers, J., & Williams Ridge, S. (2016). Nature-based learning for young children : Anytime, anywhere, on any budget (1st ed.). Redleaf Press.
Wirth, S., & Rosenow, N. (2012). Supporting Whole-Child Learning in Nature-Filled Outdoor Classrooms. YC Young Children, 67(1), 42–48.
