Design Criteria for Preschool Outdoor Learning Environments

This study aims to bring together, within a coherent framework, the dispersed principles in the literature regarding how outdoor spaces in preschool education institutions should be designed to support the outdoor learning approach. Accordingly, national and international sources on outdoor learning, school garden design, child–nature interaction, and preschool learning environments were examined; and five fundamental design criteria were identified using content analysis and thematic classification methods. These criteria are “zoning”, “connectivity”, “flexibility and transformability”, “loose parts”, and “seasonality”. In the second stage of the study, the garden of Bahçeşehir Preschool, an institution reported to implement nature‑based education models, was selected as the sample area; and the garden was evaluated according to the developed set of criteria based on on‑site observations and field examinations. The findings demonstrate that the sample area is strong in terms of the diversity of nature‑based activities, the use of loose materials, and the presence of structures that support seasonality. However, the lack of spatial zoning, the weak connection between indoor and outdoor spaces, and the absence of quiet retreat areas were identified as key factors limiting the spatial quality of the learning experience. This study offers an original contribution to the literature by both presenting a comprehensive set of design criteria and examining the applicability of these criteria in a real school garden. The results are expected to contribute to the development of school garden design standards, the improvement of outdoor learning practices, and the strengthening of early childhood education policies.