Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomes

Abstract

This study examined the effect of nature-based practices on preschoolers’ executive function (EF). The Minnesota Executive Function Scale was administered to 147 children within one school district at the beginning and end of the preschool year. Results suggest incorporating nature-based practices into preschool was effective, as children in preschool classrooms where nature-based practices were used had significantly higher levels of EF at the end of the school year than children in programs where nature-based practices were more minimally used. Preschools that used a blended approach (some incorporation of nature-based practices) were significantly more effective than preschools that had lesser incorporation of nature-based practices. Results also point to the effectiveness of a blended approach for supporting EF in lower SES children. This study contributes to the literature regarding effective practices for supporting EF development and adds to the growing body of research surrounding the impact of nature play on child development and school readiness.

I-MovE. An intervention to promote movement at childcare centers: Benefits for motor cognitive and socio-emotional development

“…Results consistently showed that exposure to nature in educational settings promotes psychological restoration, strengthens children's cognitive and emotional resources, and increases the quality of children's social interaction. Similar results were reported for groups of toddlers and preschoolers that attended childcare centers where a continuous Outdoor Education (OE) program was carried out versus childcare centers implementing traditional educational activities [55][56][57]. The results of these studies can be explained by the attention restoration theory [58] according to which the natural environment could help in supporting skills in the cognitive domain; interacting with the natural environment helps restore attentional energies and supports in pursuit of results.…”

‘Don’t Pick, Don’t Lick’: Connecting Young Children’s Risky Play in Nature to Science Education in Australian Bush Kinders

“…Natural environments, such as those present in a bush kinder, have been found to be rich in opportunities for play that is physically or emotionally challenging for children (Fjørtoft, 2004;Sandseter & Kennair, 2011). Children's autonomy is encouraged by educators during nature play (Ernst et al, 2022). Nature play is influenced by the educator's pedagogical approach to support children's deeper understandings of the environment (Speldewinde & Campbell, 2023).…”

“…Nature play however is 'not just any type of outdoor play…(it) involves playing with nature, not just in nature' (Wilson, 2018, p. 12). The provision of natural spaces containing loose items such as sticks, leaves, and rocks, complemented by unstructured free play, provides myriad opportunities for nature play that incorporates activity, creativity and social interactions (Ernst et al, 2022). Children's nature play creates opportunities for developing projects, solving problems, planning and organising and risk-taking during play (Carr et al, 2017).…”