Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomes
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 i...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-12-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.1011912/full |
| _version_ | 1811190811261403136 |
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| author | Julie Ernst David Sobel Ahna Neil |
| author_facet | Julie Ernst David Sobel Ahna Neil |
| author_sort | Julie Ernst |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-11T14:55:22Z |
| format | Article |
| id | doaj.art-d688f59beb6e42c7a8177e14b2a6d84b |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-11T14:55:22Z |
| publishDate | 2022-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-d688f59beb6e42c7a8177e14b2a6d84b2022-12-22T04:17:16ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-12-01710.3389/feduc.2022.10119121011912Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomesJulie Ernst0David Sobel1Ahna Neil2Department of Applied Human Sciences, University of Minnesota Duluth, Duluth, MN, United StatesDepartment of Education, Antioch University New England, Keene, NH, United StatesDepartment of Applied Human Sciences, University of Minnesota Duluth, Duluth, MN, United StatesThis 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.https://www.frontiersin.org/articles/10.3389/feduc.2022.1011912/fullexecutive functionworking memorycognitive flexibilityinhibitory controlnature-based early learningnature play |
| spellingShingle | Julie Ernst David Sobel Ahna Neil Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomes Frontiers in Education executive function working memory cognitive flexibility inhibitory control nature-based early learning nature play |
| title | Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomes |
| title_full | Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomes |
| title_fullStr | Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomes |
| title_full_unstemmed | Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomes |
| title_short | Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomes |
| title_sort | executive function in early childhood harnessing the potential of nature based practices to elevate and equalize outcomes |
| topic | executive function working memory cognitive flexibility inhibitory control nature-based early learning nature play |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.1011912/full |
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