Opinion: Colorado's New Rules Could End Daily Field Trips for All Preschoolers

Colorado's New Rules Could End Daily Field Trips for All Preschoolers 

Colorado preschoolers currently explore creek beds, visit museums, learn at community gardens, and discover their neighborhoods through daily field trips. Under proposed state regulations, this transformative education may be prohibited.

A recent Op-Ed identified several key revisions for Colorado’s new ONB Preschool rules based on data from 20 programs statewide. Also buried in these new ONB regulations is language extending far beyond nature-based programs. The rules redefine field trips as experiences that "are not intended to replace a regular classroom experience" - effectively prohibiting daily community-based learning.

More Than Nature Programs at Risk

This regulatory language applies to all licensed preschool programs, threatening any approach prioritizing real-world learning over traditional classroom instruction.

Consider La Luz Middle School in Denver, where students spend every day away from "Base Camp," working with community partners like the Denver Zoo, History Colorado, and Denver Parks and Recreation. They understand "learning can and should happen anywhere and at anytime, not just in a classroom".

Many fully licensed preschool programs across Colorado currently operate with daily field trips to nature spaces, museums, libraries, and community partners and could be forced to abandon their educational approaches under the new rules.

The Regulatory Trap Strengthened

CDEC has created a comprehensive regulatory trap affecting all licensed programs. 

First, the "Field Trip" definition from June remains unchanged in July and applies to ALL programs: "Field trips are not intended to replace a regular classroom experience." This means any licensed program cannot use daily field trips as their core educational approach.

Second, CDEC added an entirely new "Nature Excursion" definition creating additional restrictions: "These excursions are not intended to replace the approved outdoor nature based space and classroom experience." Most critically: "Outdoor spaces intended for regular use by the ONB program must be inspected and approved by the Department prior to use."

This creates an impossible double bind:

• Programs can't call regular outdoor learning "field trips" because that would "replace classroom experience"

• They can't call it "nature excursions" because that also "replaces classroom experience" AND requires Department inspection

• Any program using the same outdoor location regularly must get Department approval, effectively forcing ONB licensing requirements

Licensed indoor programs with successful daily nature programming now face an impossible choice: abandon proven educational approaches or accept complex ONB licensing requirements.

Educational Value Under Attack

There's profound educational value in daily field trips that proposed definitions fail to recognize. When children visit the same creek weekly, they notice seasonal changes and develop ecological understanding. When they explore community spaces regularly, they build spatial awareness, cultural knowledge, and authentic environmental connections.

Research consistently shows children spending regular time in varied learning environments develop stronger problem-solving skills, enhanced creativity, and deeper community connections. As Jenny Brundin reported, “A number of studies have shown faster cognitive development in children attending outdoor preschools, better motor coordination and even boosted immune systems.”

The internationally recognized Reggio Emilia approach has long emphasized learning in community contexts, recognizing that authentic education happens through real-world experiences, not classroom isolation.

For many children - especially those struggling in traditional classroom settings - community-based learning isn't supplemental. It's essential.

Legislative Intent Ignored

Ironically, Senate Bill 24-078, which mandated these regulations, explicitly lists "field trips" as a core educational component. Yet implementing regulations now restrict field trips from replacing "classroom experience" - directly contradicting legislative intent designed to expand educational options, not restrict successful existing programs.

What's at Stake

This affects families who chose programs specifically because their children thrive through community-based learning. Parents of children with ADHD who finally found programs where their children succeed, working families who value programs combining licensing reliability with innovative educational approaches - all could see programs forced to change.

These regulations could force successful programs into regulatory boxes that don't match their educational philosophies, reducing options for Colorado families.

Time for Correction

CDEC has shown willingness to revise regulations based on stakeholder input, releasing revised drafts in June and July. But the harmful field trip definition remains

Parents should know: If your child's program regularly takes field trips anywhere - nature spaces, museums, community partners - their education could be negatively affected. Final rules will be adopted December 31, but it is still possible to give input through written public comment that closes August 4 at 5 PM through the CDEC website.

CDEC should immediately revise the definition of Field Trips and Nature Excursions (2.204 DEFINITIONS Sections I and K)  to read: "Field trips and Nature Excursions are planned and emergent learning experiences that enhance children's educational development. Programs may incorporate regular community-based learning as part of their educational approach without additional licensing requirements."

Colorado's children deserve regulations supporting rather than undermining diverse educational approaches that help them thrive in the real world.

Ryan Pleune lives in Aurora, Colorado and he is a step-dad and has spent three decades in outdoor education, currently preparing to launch The Grassland Garden School a project of Mycelium Cooperative which will include an ONB preschool program that also educates kids in the community following the La Luz model of "returning learning to the community".

Evelyn Sotelo lives in Denver, Colorado and is a mom, a devoted Mexica danzante, herbalism apprentice, a board member of La Luz Middle School and an advocate for transformative learning and community based learning outside 4 walls where knowledge lives in the land, the body, and our shared experiences. 

Rose Martinez  lives in Denver, Colorado and is a mom, former educator, community leader, education advocate, and board member of La Luz Middle School who recognizes the importance of integrating real-world contexts into education and advocates for returning learning to the community for ALL ages.

Kyle Gamba is a dad, founder, director and lead learning instigator of La Luz Middle School where he promotes education that helps us all “Human Better”.