Children in nature-based preschools developed skills in early literacy and some aspects of executive function at similar rates to children in traditional preschoolsNature-based preschools are an approach to early childhood education that prioritizes interactions with nature, with children spending most of their day outdoors. Although nature-based preschools are expanding in the U.S., there is a paucity of research examining whether this approach to learning supports the development of the academic and socioemotional skills children need for kindergarten. In particular, it is still unknown how teaching in nature-based preschools differs from more conventional approaches and what effects nature-based pedagogy has on children’s development. This quantitative study is among the first to compare school readiness among children attending nature-based preschools to children in conventional early childhood programs. Specifically, the study examined: (1) the amount of time each type of preschool spends outdoors during a typical day, and (2) whether children who attend a nature-based preschool develop early literacy and executive function skills at a similar rate to children who attend a non-nature preschool.
The study was conducted at two preschools (nature and non-nature) in a suburban area in the Upper Midwest, U.S. Both preschools served children aged 3 to 5 years and were rated as high-quality. A total of six classrooms, including three nature-based and three non-nature classrooms, participated in the study. Five of the classrooms operated as half-day programs, and one non-nature classroom was a full-day program. The classes were held two to four days per week. Participants recruited from the nature-based preschool included 82 children (27 female, 55 male) who were mostly identified as white (90%). From the non-nature preschool, 58 children participated (29 female, 29 male), 67% of whom were identified as white. Observations in each classroom were conducted to determine the average time children at each preschool type spent outdoors. School readiness outcomes were investigated using a series of direct assessments in the fall and spring of the same school year. Early literacy skills were assessed with: (1) the phonological awareness subtest of the Test of Preschool Early Literacy Skills (TOPEL) to examine understanding of the sound structure of language; (2) the Quick Letter Name Knowledge (Q-LNK) assessment to measure knowledge of letter names; and (3) the Letter Sound Knowledge (LSK) assessment to measure knowledge of letter sounds. Executive function was assessed with: (1) the National Institutes of Health-Toolbox (NIH-TB) Flanker Inhibitory Control and Attention Test to measure children’s ability to inhibit visual attention to irrelevant tasks; (2) the NIH-TB Picture Sequence Memory Test to measure working memory; and (3) the Head-Toes-Knees-Shoulders to measure behavioral self-regulation. Statistical analyses were conducted to examine changes in school readiness outcomes between the two preschools from fall to spring. Children’s demographic information was also collected and statistically analyzed to determine if there were differences between groups. No significant differences were found in maternal education level or household income of the children in the two types of preschools; however, the nature-based preschool had significantly more white children and more boys than the non-nature program. The nature-based preschool group also had significantly more native English speakers. Children in the non-nature preschool were older (by approximately two months) and more likely to have an individualized education plan (IEP). Demographic characteristics that differed significantly between preschool types (children’s gender, age, if they identified as white, if they were a native speaker, and IEP status) were controlled for in data analysis.
Significant differences were found between the preschools’ daily outdoor time. The nature-based preschool spent an average of 147 minutes outside, while the non-nature preschool spent an average of 36 minutes outside. This included the time that nature-based classrooms spent beyond their outdoor play area (e.g., in the forest), which ranged from 27 to 43 minutes. Classrooms at the non-nature program did not leave their outdoor play area. Children at both preschool locations had statistically equivalent baseline scores in the fall on each of the early literacy and executive function assessments. Comparison of preschoolers’ early literacy assessments from fall to spring found no significant differences between nature-based and non-nature preschools. This finding indicates that children at the nature-based preschool showed growth that was equivalent to children at the non-nature preschool for all three early literacy skills (phonological awareness, letter name knowledge, and letter sound knowledge). Comparison of preschoolers’ executive function skills revealed that children who attended the nature-based preschool made equivalent gains on working memory and inhibitory control as those in the non-nature preschool. However, children who attended the non-nature preschool demonstrated stronger growth in their behavioral self-regulation skills than those in the nature-based preschool.
The study revealed several key findings regarding the school readiness of children attending nature-based preschools. Children who attended the nature-based preschool were outdoors nearly two hours longer than children at the non-nature preschool, who were outdoors for less than the recommended 60 minutes. Importantly, findings suggest that nature-based early literacy learning activities held outdoors can be as effective as indoor instruction. Findings also suggest that nature settings were equally effective in supporting children’s development of working memory and inhibitory control skills. On the other hand, findings regarding behavioral self-regulation were unexpected, as previous research has linked time in nature and unstructured play to improved behavioral self-regulation skills. The researchers offer several possible explanations, including the possibility that behavioral self-regulation skills were a higher priority at the non-nature preschool. This finding warrants investigation into how nature-based programs can encourage behavioral self-regulation skills. Additionally, nature-based educators may need to be more intentional in ensuring that children develop the behavioral self-regulation skills needed to achieve school readiness. Future research might investigate other potential benefits of nature-based preschools, such as children’s motor skill development and connectedness with nature, or examine the long-term impacts of nature-based programs.
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