.png){kind=logo}
Academic Research Series - Nature-Based Preschool benefits
In an age where the glow of digital screens often overshadows the rustle of leaves and the call of the wild, a pressing concern has emerged about the impact of sedentary lifestyles on our youngest generation. Amidst growing concerns over the physical and psychological toll of inactivity, nature-based school initiatives have sprouted up worldwide, promising a simple remedy to counteract those effects. These programs, rooted in the simple act of outdoor exploration, aim to cultivate not just physical strength but also emotional and social growth - enhanced physical health, social skills, and emotional resilience are just but a few scientifically proven nature-based preschool benefits. Yet, this embrace of the great outdoors brings forth a dilemma: Can children, once liberated in the expanse of nature, adapt to the confines of a structured, academically-focused kindergarten classroom?
A team of researchers in the United States sought to investigate this question. They compare the development of children attending traditional indoor-focused preschools with those in the open-air model of nature-based learning. The study's findings offer a reassuring bridge between these two worlds, revealing that children from both settings step into kindergarten with equal readiness. This finding paints nature-based education not as a mere alternative but as a complementary force in early childhood development, inviting us to view nature-based learning as an essential ingredient in preparing children for a diverse and ever-changing world.
WHAT QUESTIONS DID THE RESEARCHERS TRY TO ANSWER
The study set out to address these 3 research questions:Â
1. What are the relationships between different learning environments (nature-based vs. traditional classroom) and aspects of academic and social-emotional kindergarten readiness?
2. Are children in a traditional pre-primary setting and a nature-based pre-primary setting equally prepared for kindergarten in terms of academic and social-emotional variables?
HOW WAS THE RESEARCH CONDUCTED?
A group of 26 children attending pre-primary programs in a school in Cleveland, Ohio were tracked through the school year. Of those children, twelve were enrolled in the school’s outdoor pre-primary program, and fourteen were in the traditional prekindergarten program. At the beginning and end of the school year, one parent of each child filled out rating forms of their children’s social skills and problem behaviour, and the research team assessed the children’s attitudes towards school and attitudes towards nature; the children’s classroom teachers completed measures for each child’s kindergarten readiness, play behaviour, and social skills and problem behaviours at the beginning, middle, and end of the school year. Each child’s growth over time, a comparison of the two groups of children at each time point, and a comparison of the growth of the two groups of children were compared in the analyses.
WHAT DO ALL THESE TERMS MEAN?
Outdoor pre-primary program: a five-days-per-week half day morning program that consisted of children spending 90% of the school day outdoors in the forest.Â
Traditional prekindergarten program: a five-days-per-week half day morning program conducted at the school’s main campus. The children spent the majority of the school day indoors, but also had outdoor time at the school’s man-made outdoor area. They also visited the outdoor campus one morning per week and spent one week atet eh outdoor campus in the spring.
Kindergarten readiness assessment: Academic skills such as letter number recognition, sorting and clarifying information, counting, rhyming, and recognizing one’s name in print.
Play behaviour assessment: Important components of social-emotional development and kindergarten readiness, including play interaction (how children engage with peers and participate in group activities), play disruption (actions that disrupt the play activity, such as taking toys away, destroying what others have built, or other forms of negative interactions that hinder cooperative play), and play disconnection (lack of engagement or withdrawal from play activities).
Pretend play assessment: measures children’s play behaviour of make-believe, enjoyment of play, amount of emotion expressed in play, and use of make-believe in dramatic play.
Social skills assessment: measures dimensions of social cooperation, social interaction, and social independence.
Problem behaviour assessment: externalizing (such as aggression, defiance, hyperactivity, and conduct issues) and internalizing problems (anxiety, depression, social withdrawal, and somatic complaints).
WHAT DID THEY FIND?
1. Play behaviour:
Play interaction in both groups increased over time, but there was no significant difference between the groups.
Play disruption did not show a significant change over time, nor was there a significant difference between the two groups on how the behaviour changed over time. However, at each time point, the outdoor group showed higher levels of play disruption.
The outdoor group showed higher levels of play disconnection at the beginning and middle of the school year, but not at the ned of the school year.Â
Pretend play behaviours were higher in the traditional group at the beginning of the school year, but at the end of the school year, the outdoor group showed a significantly higher degree of pretend play than the traditional group.
2. Behaviour and social skills
The two groups showed no significant difference on their social skills at each time point or in terms of change across the school year.
The outdoor group showed higher levels of problem behaviours at each time point.
3. Academic skills
There were no significant differences in teacher-rated kindergarten readiness between the two groups at any time point.
4. Attitudes
There were no significant differences between the two groups at any time point on school enjoyment nor nature appreciation.
WHAT DOES THIS ALL MEAN?
Overall, the two groups of children achieved equal levels of gains in their behaviour, academic skills, and social-emotional functioning over the school year, indicating the effectiveness of both educational settings in preparing children for kindergarten.
DIRECT INSIGHTS FOR YOUR DECISION-MAKING
For Educators
Embrace the Balance: Integrating outdoor play and exploration with traditional indoor activities can enrich the preschool curriculum. This balance ensures children develop crucial academic skills while also benefiting from the social and emotional growth facilitated by nature-based learning.
Focus on Play Behaviour Management: Given the variations in play disruption and disconnection observed, educators should tailor strategies to manage these behaviors effectively. For instance, incorporating structured outdoor activities might mitigate play disruption and encourage more inclusive play interactions.
For Parents
Choice Empowerment: Understanding that both educational settings offer comparable preparation for kindergarten, parents can feel empowered to choose a preschool that aligns with their child’s interests and their family values regarding nature and outdoor play.
Active Engagement: Encourage and participate in outdoor activities with your children. The study suggests that while formal education settings provide essential learning experiences, parental involvement in nature exploration can further enhance children's appreciation for the outdoors and support their social-emotional development.
For Policymakers
Policy and Program Development: This research supports the inclusion of nature-based learning opportunities in early childhood education policies and funding initiatives. Developing guidelines and resources for schools to implement outdoor learning programs could address the sedentary lifestyle concerns and promote holistic development among preschoolers.
Invest in Teacher Training: Investing in professional development for educators to effectively blend traditional and nature-based teaching methods could maximize the benefits of both approaches. Training should cover managing diverse play behaviors and integrating academic learning with outdoor exploration.
WRAPPING IT UP
While this study only included a small sample size in its investigation, it provides the first direct comparison of kindergarten readiness of children attending a traditional preschool program with those in an outdoor forest school program.The findings underscores the viability of nature-based preschools as a complement to traditional education, suggesting that a well-rounded approach to early childhood education—one that includes ample opportunities for outdoor exploration—can prepare children for the academic and social demands of kindergarten. It prompts a call for further research to explore long-term outcomes and optimal integration strategies, aiming to enrich early childhood education in a way that balances academic, social, and emotional development. This study lays the groundwork for a comprehensive educational model that prepares children not just for school, but for life in a rapidly changing world.
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.
If you come across any problems or errors in this article, please don't hesitate to inform us. We're committed to addressing any issues to ensure accuracy and clarity in our content. Feel free to leave a comment wherever possible, and we will promptly respond.
You want to share us??
We're thrilled that you've found this information useful. We kindly request that you give credit where credit's due by acknowledging TideView Nature School as the original publisher and linking to our original article page (URL). If you'd like to chat or have any questions, please don't be shy; feel free to reach out to us anytime!
⬇Subscribe to our Newsletter⬇
Comments