Why Outdoor Time Can Feel Harder for Some Children in Spring
Spring is a time of rejuvenation. The grounds are thawing, flowers are blooming, and there are more opportunities to spend time outside. But what does that mean for children in early childhood programs? For some, these seasonal shifts can change the way they experience their environment, routines, and interactions with peers.
As the weather warms up, many programs naturally move more activities outdoors. Children may begin arriving directly to the playground instead of the classroom. They spend more time in open-ended play spaces and may transition more frequently between indoor and outdoor environments. While these changes often feel exciting, they can also create new challenges for supporting children during outdoor time, as children often rely on predictability and clear structure to feel successful.
1. Outdoor Arrival Changes the Entire Start of the Day
Example Scenario: Bodhi, a 23-month-old enrolled in his first year of childcare, is used to beginning his day indoors. He enters the cozy classroom with a newfound confidence he’s spent months building. He knows exactly what he’s supposed to do: take off his outdoor shoes, put on his slippers (with help from a parent), wash his hands, and sit down for ‘morning circle’ time. But suddenly, he’s being dropped off in the outdoor play yard without the familiar routines that helped him feel successful.
What Can Happen: The lack of routine affects Bodhi’s confidence. When being placed down near a few friends, he cries, clinging to mom or dad. He’s scared of this new routine, unsure of what he’s supposed to be doing, and his ability to self-regulate is being challenged.
How Staff Can Help: A change in weather is sure to bring disruptions. But that doesn’t mean that all routines must end. Children still benefit from routines they recognize and trust. If the children in your program are used to beginning their day with certain routines, bring some routines outside! Offer a new toy that a toddler can depend on during drop off. Create a different way to enjoy ‘morning circle’ outdoors, with friends. Establishing a predictable environment early on in a new transition can make all the difference.
2. Bigger Spaces Mean More Social and Self-Regulation Demands
Example Scenario: Desmond, a five-year-old in an after-school program, is excited when his class begins spending more time outdoors. When he arrives at his program, he sees kids in different places. Some children are digging in the sandbox. One is hanging from a tree. A few children are climbing a play structure and sliding down the slide. Children are spread out across the playground and with activities already in progress, there isn’t an obvious place for him to join.
What Can Happen: Desmond begins wandering between activities without fully engaging. After several unsuccessful attempts to enter peer play, he grabs a shovel from Harold. Harold gets upset and plays tug-o-war for the shovel with Desmond. Staff may interpret the behavior as impulse-control or poor social skills. However, Desmond may be overwhelmed with the increased social and self-regulation demands of a bigger environment with less structure.
How Staff Can Help: More outdoor time doesn’t have to mean less structured activity choices. Staff can support participation by defining activity areas, helping younger kids understand their options, and facilitating peer entry into activities. Even small amounts of added structure can increase confidence and reduce frustration.
3. Spring Weather Brings New Sensory Experiences
Example Scenario: Remi, a first grader who usually enjoys outdoor time at her early learning center, begins refusing to participate during the first few weeks of spring. She cries when the wind becomes strong, avoids muddy areas of the playground, and becomes upset when her clothing gets wet and dirty. When transitioning back indoors, she struggles to calm her body, feeling anxious during handwashing and lunch time.
What Can Happen: Spring introduces new sensory experiences. While some children love the smell of rain in the air and dirt between their hands, others may find wind against the skin, muddy shoes, wet clothing, bright sunlight, or sudden temperature changes overwhelming and scary. Sensory overstimulation can quickly impact their ability to regulate emotions, participate, or transition successfully between environments and activities.
How Staff Can Help: Sensory support starts with observation. Staff can help by preparing children and their families for environmental changes. Involve families in preparing back up clothing or preferred sensory tools. Offer alternative activity spaces with more coverage. Incorporate a calming transition routine when children arrive back inside. The transition between seasons may bring new challenges, but creating a supportive atmosphere will help children adjust over time.
Supporting Children Through Seasonal Transitions
Outdoor environments offer important opportunities for movement, exploration, and social connection. But as routines, spaces, and sensory experiences change during spring, children may need additional support to adjust.
Small changes and meaningful support can make a difference in helping children feel safe, regulated, and ready to take on outdoor time.
If your team is looking for additional strategies to support smoother transitions and more successful afternoons, check out our free, on-demand webinar, Laps, Naps, Raps & Snacks: Easing the After-School Transition. In this 30-minute session, you’ll learn a simple framework for after-school transitions so youth can settle in, regulate, and engage more successfully in the afternoon.