Observation and Assessment: Outdoor and Nature-Based Learning
Observations and assessments can be conducted in early childhood programs to inform decision-making.
Observations and assessments practices can help educators and leaders learn more about:
Observation and Assessment with Children
Some reasons observation and assessment data might be collected include:
Educators can take what they learn about what children know and can do from the observations they make and use the information to help them "assess" or understand where a child is in their learning and development. Knowing this information, educators can use tools like the Minnesota Early Childhood Indicators of Progress (ECIPs) to determine how they might further support the child's development along the continuum of learning (Minnesota Department of Children, Youth, and Families, 2026).
In nature-based learning programs, assessment measures of children’s learning and development can be based on general and environmental literacy standards.
Observations and assessments practices can help educators and leaders learn more about:
- the progress individual children and groups of children make in their development and learning
- effective educator practices
- outcomes of program implementation
Observation and Assessment with Children
Some reasons observation and assessment data might be collected include:
- understand children's development levels
- determining the needs and interests of the children and the group
- identify areas for extra support
- planning for children's learning, both individually and as a group
- reporting to families about children's progress
- evaluating the effectiveness of the curriculum and program
Educators can take what they learn about what children know and can do from the observations they make and use the information to help them "assess" or understand where a child is in their learning and development. Knowing this information, educators can use tools like the Minnesota Early Childhood Indicators of Progress (ECIPs) to determine how they might further support the child's development along the continuum of learning (Minnesota Department of Children, Youth, and Families, 2026).
In nature-based learning programs, assessment measures of children’s learning and development can be based on general and environmental literacy standards.
Minnesota Early Childhood Learning Standards In Minnesota, the Early Childhood Indicators of Progress (ECIPs) outline general developmental standards for young children.
The ECIPs have eight domains:
The ECIPS are not meant to be used as an observation and assessment system, but rather a tool to inform and guide the implementation of observation, assessment, and curriculum materials. (Minnesota Department of Children, Youth, and Families, 2026) Minnesota does not have formal environmental education standards for early childhood programs. Still, outdoor and nature-based resources developed by the Minnesota Department of Education (2021) refer to the NAAEE Guidelines for Excellence Early Childhood Environmental Education Programs (2010), which guide programs. Both of these standards documents recommend that early childhood educators implement authentic assessment practices to document children’s growth and learning. |
Tips for Observing Infants and Toddlers Outside
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Authentic Assessment
According to the book Developmentally Appropriate Practices in Early Childhood Programs Serving Children Ages Birth through Age Eight (NAEYC, 2022), authentic assessments are assessment practices typically embedded in children’s play that show what children know and can do.
They can include:
They can include:
- teacher observation notes
- documentation of learning using photos
- samples of children’s work
iStock.com/Taras Grebinets
The NAEYC (2022) suggests that observations and assessments of infants and toddlers are best done within the context of their routines, play, and exploration as they investigate, observe, and imitate to make sense of the world around them.
In nature-based programs, the “world around them,” the learning environment, includes the outdoor classroom and nature.
In nature-based programs, the “world around them,” the learning environment, includes the outdoor classroom and nature.
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To learn more about observation and assessment for early childhood educators and programs, visit the Backpack: Tools for Implementation.
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Find links for more information on observation and assessment tools in the Additional Resources.
Additional ResourcesThe Floorbook Approach: Claire Warden, author of the book Green Teaching, has developed an approach to observation using a large notebook on the floor, "A floor-book" as a way to document and capture children's learning, ideas, and interests.
Outdoor and Nature-Based Learning: The Minnesota Department of Children, Youth, and Families has a webinar on developing curriculum and planning for observation and assessment practices during outdoor and nature-based learning opportunities.
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References
Minnesota Department of Children, Youth, and Families. (2026). Early Childhood Indicators of Progress: Minnesota’s Early Learning Standards. https://dcyf.mn.gov/partners-and-providers/child-care-and-early-learning/professional-development/ecips.
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.
National Association for the Education of Young Children, publisher., Bredekamp, S., Masterson, M. L., Willer, B. A., & Wright, B. L. (2022). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children.
North American Association for Environmental Education. (2010). Guidelines for Excellence: Early Childhood Environmental Education Programs. Washington, DC.
Minnesota Department of Children, Youth, and Families. (2026). Early Childhood Indicators of Progress: Minnesota’s Early Learning Standards. https://dcyf.mn.gov/partners-and-providers/child-care-and-early-learning/professional-development/ecips.
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.
National Association for the Education of Young Children, publisher., Bredekamp, S., Masterson, M. L., Willer, B. A., & Wright, B. L. (2022). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children.
North American Association for Environmental Education. (2010). Guidelines for Excellence: Early Childhood Environmental Education Programs. Washington, DC.
