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Academic Research Series - Forest Kindergarten Sleep benefits
Research Overview
Title of Paper: The Effects of a Forest Kindergarten Program on the Sleep Habits of Preschool Children
Authors: Byeong-il Choi, Jangho Park, Hye-Rym Kim, Hyo-Won Kim, Seockhoon Chung
Year of publication: 2014
Journal of publication: Sleep Medicine Research
The exploration of the benefits of outdoor play and nature’s impact on child development has been well-documented, and significantly influenced the rise in forest schools and nature-based educational programs across the globe. This connection between nature engagement and developmental benefits lays the groundwork for exploring additional areas where nature’s influence could positively influence our little one’s growth. In this context, an interesting aspect of child development - sleep - has emerged. A study from Korea investigating the differences between children attending a forest kindergarten program and those in a traditional kindergarten program discovered that the children in the nature-based program not only experienced better sleep quality, but also showed reduced daytime sleepiness within just eight months. This study’s findings further supports the integration of forest schools into early childhood education, presenting them as crucial for fostering children’s holistic development.
WHAT QUESTIONS DID THE RESEARCHERS TRY TO ANSWER
The study set out to address these 3 research questions:
Does attendance of a forest kindergarten program impact the overall sleep habits of preschool children?
Are there significant differences in the sub-scale scores of sleep behaviours between children attending the forest kindergarten and those in the regular kindergarten?
Are there changes in children’s sleep behaviours at the end of the eight months compared to when they first started the kindergarten programs?
HOW WAS THE RESEARCH CONDUCTED?
37 Korean children aged 3-6 years-old were part of this study, with 18 in the forest kindergarten program and 19 in the regular kindergarten program, all within the same school. Parents reported on their children’s sleep habits using the Children’s Sleep Habits Questionnaire (CSHQ) at the beginning of the program and during the last week of the 8-months program. The total scores as well as the sub-scale scores were compared between the two groups and changes between the two time points were assessed.
WHAT DO ALL THESE TERMS MEAN?
Forest kindergarten program: Children attended the program Monday to Friday, for five days per week. They spend more than 80% of the day outdoors all year round, and the program is child-entered with children learn through play and are free to explore.
Regular kindergarten program: The regular kindergarten program also attended the kindergarten from Monday to Friday, for five days per week. They spend the majority of their days indoors.
Forest Kindergarten Sleep Benefits Questionnaire: The CSHQ was originally designed to screen for the most common sleep problems in children. It evaluates the sub-scales: 1) bedtime resistance, 2) sleep onset delay, 3) sleep duration, 4) sleep anxiety, 5) night wakings, 6) parasomnia, 7) sleep-disorder breathing, 8) daytime sleepiness, and 9) total sleep time.
WHAT DID THEY FIND?
At the beginning of the programs, there were no differences between the two groups of children on the total scores or sub-scale scores of the CSHQ.
After 8 months, children in the forest kindergarten program had significantly lower CSHQ total score and sub scale scores of sleep disordered breathing and daytime sleepiness.
At the end of the 8 months, children in the forest kindergarten program had significantly lower total CSHQ score and subscale score of daytime sleepiness compared to the beginning of the program.
At the end of the 8 months, children in the regular kindergarten program had no significant changes in the total score or any of the subscale scores of the CSHQ test.
WHAT DOES THIS ALL MEAN?
Attending the forest kindergarten program improved children’s overall sleep. Specifically, they showed lower levels of sleep-disordered breathing and daytime sleepiness. However, the children in the regular kindergarten program showed no changes in their sleep behaviour.
DIRECT INSIGHTS FOR YOUR DECISION-MAKING
For Parents
Consider the impact of your child's learning environment on their sleep quality. The study shows that children in forest kindergartens enjoy better sleep, with fewer disturbances and less daytime sleepiness. This could be a pivotal factor in choosing a preschool program, offering not just educational but also health benefits for your child.
For Educators and Curriculum Designers:
Reflect on how integrating nature into your curriculum could support the holistic development of your students. Good sleep is foundational to their cognitive, emotional, and physical growth. Nature-based learning environments, like forest kindergartens, have proven their worth in enhancing children's sleep quality and, by extension, their overall development.
For Policymakers:
The evidence suggests that forest kindergartens can significantly benefit urban children, who might otherwise have limited opportunities to engage with nature. Consider how you can support the expansion of these programs through policies, funding, and infrastructure, to ensure more children have access to the health and developmental advantages they offer.
WRAPPING IT UP
This study's spotlight on forest kindergartens brings to the forefront an essential aspect of child development: the critical role of quality sleep. For preschoolers, enhanced sleep quality, as observed in those attending the forest kindergarten program, isn't just about reducing crankiness or improving attention spans. It's foundational to their cognitive development, emotional regulation, and physical health, impacting everything from memory consolidation to growth and immune function. As we look to the future of education, the evidence encourages a broader embrace of the outdoors, not as an escape from learning, but as a vital component of growth.
Disclaimer:
The information on this website is for general informational purposes only and should not be considered conclusive. It is intended as supplementary information and should not be used as the sole basis for making important decisions.
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