Contributions to Sustainability through Young Children’s Nature Play: A Systematic Review
Abstract
:1. Introduction
2. Literature Review
2.1. Early Childhood Education for Sustainability
2.2. Nature Play as ECEfS
3. Materials and Methods
3.1. Purpose
3.2. Systematic Review Design and Search Process
3.3. Study Screening and Eligibility
3.4. Quality Appraisal
3.5. Data Analysis
4. Results
5. Discussion
…children need opportunities to experience relationships of belonging with nature and construct understandings about the complex dynamic interdependencies between humans and the Earth. Being is fully experiencing the here and now and natural elements offer children sensory-rich opportunities for being in the moment, while Becoming is about a process of change, children becoming active and empowered participants for sustainability in a rapidly changing climate.[33] (para 7)
The indicators in the Scientific Thinking domain … reflect the new thinking in the science education field: that for young learners, scientific inquiry is more beneficial than occasional and unconnected science activities. Therefore, the focus for this domain is on scientific processes more than specific science content with the idea that this approach will lay the foundation for developing ways of thinking that support more rigorous academic study in the Scientific Thinking domain in the elementary school years.[44] (p. 1)
6. Implications
6.1. Implications for Practice
6.2. Implications for Research
7. Conclusions
Author Contributions
Funding
Conflicts of Interest
Appendix A
Outcome Category | Description | Source |
---|---|---|
Environmental Literacy Development: Knowledge | Development of knowledge of human and natural systems, environmental issues, action strategies, and possible solutions. | NAAEE Framework for Assessing Environmental Literacy [38] |
Environmental Literacy Development: Affective Attitudes & Values | Development of attitudes and values as well as environmental sensitivity, environmental concern, sense of personal responsibility, self-efficacy, motivation, and intentions in an environmental behavior context. | NAAEE Framework for Assessing Environmental Literacy [38] |
Environmental Literacy Development: Skills and Competencies | Development of skills and abilities relating to environmental behavior contexts, such as the following skills: identify environmental issues, ask relevant questions, analyze environmental issues, investigate environmental issues, evaluate and make personal judgments about environmental issues, use evidence and experience to defend positions and resolve issues, and create and evaluate plans to resolve environmental issues. | NAAEE Framework for Assessing Environmental Literacy [38] |
Environmental Literacy Development: Actions/Behaviors | Involvement in behaviors, individually or as a member of a group, that work towards solving current problems and preventing new ones or that further the preservation, conservation, or stewardship of the environment. | NAAEE Framework for Assessing Environmental Literacy [38] |
Approaches to Learning | Development of initiative, curiosity, attentiveness, engagement, persistence, creativity, processing and using information. Showing an active interest in surroundings, people, and objects. Demonstrating an eagerness to learn. Focusing and maintaining attention, making constructive choices, planning to achieve a goal. Demonstrating originality and inventiveness in a variety of ways. Appropriately expressing one’s unique ideas. Gathering, storing, and organizing information that is perceived through the senses in order to use or apply in new situations. Constructing and using knowledge. | Minnesota Early Childhood Indicators of Progress [39] |
Cognitive: Language and Literacy | Development of language and communication skills, including acquisition of vocabulary and listening, understanding, communicating and speaking, and emergent reading and writing. | Ardoin and Bowers [36] |
Cognitive: Math | Development of number knowledge, measurement, patterns, geometry and spatial thinking, and data analysis. | Minnesota Early Childhood Indicators of Progress [39] |
Cognitive: General | Development of thinking skills, executive function skills, and problem solving in non-content-specific contexts, as well as the acquisition of declarative knowledge. | Ardoin and Bowers [36] |
Cognitive: Scientific Knowledge and Thinking | Development of scientific knowledge or science process skills such as observing and responding to external stimuli, showing interest in exploring, using objects as tools, using simple strategies to carry out ideas, and building on past experiences to further knowledge. Also includes exploring, acting, or experimenting to gain knowledge and formulate questions; making plans and predictions; and verbally expressing their ideas and thoughts pertaining to the world around them. | Minnesota Early Childhood Indicators of Progress [39] |
Social and Emotional Development | Development of social skills; prosocial behavior; as well as other traits, dispositions, and skills such as self-regulation, empathy, self- and emotional awareness, self-management, social understanding, relationships, and empathy. | Minnesota Early Childhood Indicators of Progress [39]; Ardoin and Bowers [36] |
Physical Development | Fine and gross motor skills and movement, as well as attitudes, competencies, and habits to support physical health and well-being. | Ardoin and Bowers [36] |
Mental Well-being | Development of mental well-being, which serves as a foundation that supports all other aspects of human development, including the ability to realize one’s potential, cope with stress and adversity, and contribute to one’s community. | Center on the Developing Child, Harvard University [40] |
Author (Year) | Country | Ages | Program Description | Research Methodology | Reported Outcomes |
---|---|---|---|---|---|
Ashman [51] | United States | 4 year olds | nature-based four-year-old kindergarten at city-owned wildlife sanctuary in partnership with school district; half day daily for school year; licensed teacher and naturalist co-teaching | mixed methods (observation, parent survey, parent and child interviews, Phonological Awareness Literacy Screening assessment) | academic learning/early literacy and numeracy, appreciation and respect for the environment; environmental behaviors (teaching peers/parents about caring for environment), working together toward a goal, nature knowledge |
Bal and Kaya [52] | Turkey | preschool | forest school located in various outdoor natural environments | qualitative (case study, teacher interviews) | self-awareness, decision making, responsibility, problem-solving, creativity, self-expression, self-confidence, pro-social skills and behaviors (empathy, sociability), fine and gross motor skills, respect for nature |
Barrable and Booth [53] | United Kingdom: England, Scotland, Wales | 1–8 year olds | nature nurseries providing childcare and early learning in a fully outdoor, natural setting | quantitative (Connection to Nature Index for Parents of Preschool Children) | connection to nature |
Brussoni et al. [54] | Canada | 2–5 year olds | childcare centers with nature-enhanced outdoor play spaces | mixed methods (quality of space instrument, Strengths and Difficulties Questionnaire teacher version, Preschool Social Behavior Scale Teacher Form, activity/step tracking, play observations, spatial behavior maps, focus groups) | decreases in depressed affect, antisocial behavior, and moderate to vigorous physical activity; increases in play with natural materials, independent play, and prosocial behaviors; improved socialization, problem-solving, focus, self-regulation, creativity and self-confidence, and reduced stress, boredom, and injury |
Burgess and Ernst [55] | United States | 3–5 year olds | nature preschool with full- and half-day participants attending several days/week to daily participation throughout the academic year; play takes place in a combination of natural/wild settings and nature playscapes | quantitative (Penn Interactive Peer Play Scale and Preschool Learning Behavior Scale) | positive peer play behaviors/interactions, competence motivation, persistence/attention, and positive attitudes toward learning |
Cameron-Faulkner et al. [56] | United Kingdom: Wales | 3–5 year olds | outdoor nature exploration in a park/arboretum; child–parent self-guided exploration in response to the prompt, “go on a treasure hunt and see what you can find”; one-time experience, 15 min | qualitative (video/audio recording of parent–child speech interactions) | increase in diversity and specificity of parent–child talk about plants and nature |
Cloward Drown and Christensen [57] | United States | 3–5 year olds | university-operated preschool with daily free play on naturalized playground | qualitative (observations) | dramatic play associated with loose parts |
Cordiano et al. [58] | United States | 4 year olds | fully outdoor pre-primary class | quantitative (Penn Interactive Peer Play Scale, Preschool and Kindergarten Behavior Scales, Pretend Play Rating, Kindergarten Readiness Measure, Children’s Attitudes Toward School, Children’s Attitudes Toward Nature) | kindergarten readiness with regard to social–emotional and academic skills; pretend play behaviors |
Dilek and Atasoy [59] | Turkey | 4–5 year olds | forest preschool in local woodland implemented half-days daily over seven weeks | qualitative (interviews with children, observations) | creativity, motivation, knowledge of cause-and-effect relationship, respect for nature, gross motor development, prudence (risk analysis, self-management, self-control problem solving), self-care, cooperation, prosocial skills (taking turns, helping behaviors), communication (use of new words, dialogues, expression of thoughts/feelings) |
Elliot et al. [60] | Canada | 5–6 year olds | nature kindergarten in a forest setting, outside half days daily | mixed methods (observation, documentation, narrative, modified nature relatedness assessment game) | collaboration, care for self and others, sense of community and responsibility for others, helping/caring behaviors toward others, processing and using information, observations, making connections/integrating information, describing and recording observations, asking questions, affective connection to nature (kinship, sense of intimacy, “home-ness” with place), caring behaviors toward nature, exploratory skills, effort/engagement/persistence in context of tasks |
Ernst and Burcak [2] | United States | 3–5 year olds | nature preschool with full- and half-day participants attending several days/weeks to daily participation throughout the academic year; play takes place in a combination of natural/wild settings and nature playscapes | quantitative (Curiosity Drawer Box) | curiosity (other outcomes reported in prior publications) |
Ernst et al. [61] | United States | 3–5 year olds | nature preschool with full- and half-day participants attending several days/weeks to daily participation throughout the academic year; play takes place in a combination of natural/wild settings and nature playscapes | quantitative (Devereux Early Childhood Assessment for Preschoolers) | resilience (protective factors) |
Fyfe-Johnson et al. [62] | United States | 3–5 year olds | nature preschool in forested park, half-day programming entirely outdoors in a forested park | quantitative (accelerometers for PA tracking; Strengths and Difficulties parent questionnaire) | high levels of moderate to vigorous physical activity; positive parental attitudes toward outdoor play in cold weather nature preschools were more tolerant of colder conditions for outdoor play |
Green [63] | United States | 5–8 year olds | kindergarten through 3rd grade classes participating in two days of field excursions, exploring sub alpine forest hills with an adult and peer | qualitative (“Sensory Tours”: analysis of videos generated from children’s wearable cameras) | sense of trust/comfort in nature, knowledge of local plans/animals, spatial autonomy/sense of independence and self-confidence in nature, exploration/experimentation/model building, care for living creatures, environmental identity (feeling part of natural world) |
Green and Lliaban [64] | United States | 5–6 year olds | kindergarten class in a rural, Indigenous Alaskan village | qualitative (content analysis of children’s drawings/descriptions) | awareness/sensitivities to natural surroundings; knowledge of local plants and animals, spatial autonomy toward agency with place, environmental identity, healthy dispositions towards other living beings, sense of belonging in their place |
Haas and Ashman [32] | Australia | K age | kindergarten program (15 h/week) with nature play in school yard and weekly walking excursions to forest reserve for play and exploration | qualitative (observations, interviews) | more expansive forms of play, decreased negative play behaviors (tattling, unfair play, leaving children out), positive relationships with peers and adults, perseverance, persistence to overcome difficulties, attention restoration, physical capabilities (balance, movement), positive social interactions, complex ideas, biophilia, environmental dispositions and values |
Heldal et al. [65] | Greece | 2–6 year olds | fully outdoor early childhood education care center in a refugee camp with a wooded area, serving children from within and external to the refugee camp | qualitative (participant observations, individual and group interviews) | respectful, caring behaviors toward wildlife, communication skills, restorative/calming effects, exploratory skills, self-challenge/management, valuing of life within nature, citizenship/civic skills, sense of belonging, self-awareness, respect toward peers/adults, feelings of at home in the world, feelings of inclusion and equality across genders and cultures |
Kahriman-Pamuk [66] | Turkey | 3–5 year olds | forest school where children spent all day outdoors in the forest located near an urban area | qualitative (parent interviews) | environmental awareness and knowledge, compassionate care for nature, self-confidence, taking responsibility, physical strength and speed, inquiry skills |
Kochanowski and Carr [67] | United States | 3–5 year olds | three one-hour off-site play sessions in a natural playscape | qualitative (observations) | choice-making, problem-solving, engagement, self-regulation, determination, intrinsic motivation |
Lai et al. [68] | Hong Kong | 4–6 year olds | one hour of unstructured play outdoors with loose parts, followed by 10 min of mindfulness; conducted for 5 consecutive days in context of kindergarten | quantitative (parent questionnaire, pedometer for activity tracking, Smiley Face Likert Scale, Children’s Emotional Manifestation Scale, Penn Interactive Peer Play Scale, Test of Playfulness Scale) | mental well-being (happiness) and playfulness/disposition to engage in play |
MacDonald and Breunig [69] | Canada | 4–5 year olds | outdoor classroom in context of full day kindergarten program | qualitative (child and teacher interviews) | social development, health and physical activity, scientific thinking, literacy and communication skills, patterns, gross motor skills, observation skills, respectful interactions with nature, connection to nature |
McClain and Vandermaas-Peeler [70] | United States | 2–5 year olds | Reggio Emilia preschool with half-day programming four days per week with weekly visits to a state park | qualitative (observation, child and teacher interviews) | awareness of and connection to environmental surroundings, skills for being in/moving about in/interacting with the natural environment, knowledge of local plants and animals, observation skills, classification skills, early scientific reasoning, communication skills, exploration, using evidence to answer questions, making and testing hypotheses, stewardship; combining scientific principles or discoveries with valuing nature |
McCree et al. [71] | United Kingdom: England | 5–7 year olds | weekly forest school offered year-round over three years, facilitated by leaders and parents | mixed methods (Connection to Nature Index, Leuven Scale measures, parent and child and staff questionnaires, interviews, case studies, mosaic approach, draw and write method) | mental well-being, self-confidence, self-esteem, engagement, connection to nature, academic skill attainment in reading, writing, math, attachment, self-regulation, resilience, spatial autonomy/self-confidence/trust in nature, independence, sharing environmental knowledge with others |
McVittie [72] | Canada | 2–5 year olds | daycare with visits once per week for several months to naturalized areas | qualitative (observations) | sensory observation of the world, language development and word acquisition, adjusting physical movement with varied terrain, languaged and non-languaged exploratory behavior |
Meyer, et al. [73] | Canada | K age | nature-based kindergartens that spend half the day outdoors with visits to beach, city park, unmaintained natural area, natural and artificial playgrounds | quantitative (OSRAC-P Sampling Observation System coding for gross body movements and activity types) | increased physical activity and greater breadth of activity types, moderate and vigorous gross body movements and a greater breadth of specific activity types |
Nedovic and Morrissey [74] | Australia | 3–4 year olds | childcare center with a garden and child–teacher co-designed naturalized play space | qualitative (mosaic approach, interviews, conversations, photos, and drawings) | physical activity, confidence in physical skills, mental well-being (calmer, relaxed, less stressed and agitated), depth of imagination, frequency and depth of dramatic play, observation skills, focused/attentive |
Omidvar et al. [75] | Canada | 3–5 year olds | full-day Reggio Emilia preschools with 3 h/day outdoors in nature | quantitative (Games Testing for Emotional, Cognitive, and Attitudinal Affinity with the Biosphere) | participation did not result in strong bio-affinity; may have been due to influence of children’s socio-cultural background, the pedagogical approach itself, or its implementation at these schools, but may also have been due to the research instrument’s ability to test for bio-affinity amongst this age group in Canada and the need for further testing of instrument appropriateness for various settings, ages, and cultures |
Schlembach et al. [76] | United States | 3–5 year olds | preschool (Head Start) affiliated with university, with weekly visits to a nature playscape in an urban area | mixed methods (survey and in-person interviews, observations, field notes, and video and photo documentation) | freedom and autonomy toward self-confidence, competence, and independence; sense of belonging, problem-solving and inquiry skills, goal-oriented collaborative play to complete a task, negotiation and collaboration, less play disruption/challenging behaviors, holistic development |
Volpe et al. [77] | United States | K–5th grade | afterschool outdoor nature school, where 1st–5th grade students spend 2–4 h daily outdoors in nature afterschool in coastal scrub, oak woodlands, dunes, redwood forest | mixed methods (parent questionnaires, observations, and child interviews) | new perspectives, confidence, social and emotional development, holistic development |
Wojciehowski and Ernst [78] | United States | 3–6 year olds | nature preschool with full- and half-day participants attending several days/week to daily participation throughout the academic year; play takes place in a combination of natural/wild settings and nature playscapes | quantitative (Thinking Creatively in Action and Movement Tool) | creative thinking |
Yılmaz et al. [79] | Turkey | 4 year olds | weekly day-long visits to a natural, wooded area on university campus for 4 weeks | quantitative (Children’s Biophilia Measure) | affinity toward nature |
Zamzow and Ernst [80] | United States | 4 year olds | nature preschool with full- and half-day participants attending several days/weeks to daily participation throughout the academic year; play takes place in a combination of natural/wild settings and nature playscapes | quantitative (Minnesota Executive Function Scale) | executive function skills |
Category | Outcome | Study |
Environmental Literacy Development: Knowledge | Knowledge about nature | [51] |
Knowledge of local plants and animals | [63,64,70] | |
Knowledge of cause-and-effect relationships | [59] | |
Knowledge of growing/harvesting local food | [63] | |
Environmental awareness and knowledge | [66] | |
Use of plant/nature terminology | [56] | |
Environmental Literacy Development: Affective Attitudes and Values | Affinity toward nature/biophilia | [32,79] |
Connection to nature | [53,60,69,70,71] | |
Connection to other living things | [64] | |
Sense of intimacy and at home-ness in nature | [60,65] | |
Sense of belonging in/attachment to place | [64] | |
Environmental identity | [63,64] | |
Awareness of and sensitivities to natural/environmental surroundings | [64,70] | |
Appreciation and respect for nature | [51,52,59] | |
Environmental dispositions and values; valuing of life within nature | [32,65] | |
Environmental Literacy Development: Skills and Competencies | Skills for being in/moving about in/interacting with natural environment | [70] |
Spatial autonomy (sense of comfort, independence, and self-confidence) in nature | [64,71,76] | |
Trust in interactions in/with nature | [63,71] | |
Environmental Literacy Development: Actions/Behaviors | Respectful interactions with nature | [69] |
Stewardship of/caring for plants, wildlife, living creatures, and/or nature; compassionate care for nature | [59,60,63,65,66,70] | |
Sharing environmental knowledge with others | [71] | |
Modeling/monitoring for pro-environmental behavior with peers and family (such as making sure family recycles, teaching other children about how to treat animals) | [51] | |
Citizenship, civic skills | [65] | |
Approaches to Learning | Creativity, creative thinking, imagination | [54,59,74,78] |
Curiosity | [2] | |
Languaged and non-languaged exploratory behavior | [70,72] | |
Exploratory skills | [60,63,65,72] | |
Focus, attention | [54,55,74] | |
Persistence, perseverance, determination | [32,55,60,67] | |
Processing and using information | [59,60] | |
Engagement | [67,68,71] | |
Motivation | [55,59,67] | |
Feelings of competence | [55,76] | |
Positive attitudes toward learning | [55] | |
Risk analysis | [59] | |
Cognitive: General | Decision making | [52] |
Choice making | [67] | |
Complex ideas thinking | [32] | |
Executive function skills | [80] | |
Cognitive: Language and Literacy | Early literacy skills | [51,58,69,71] |
Increase in diversity and specificity of parent–child talk about plants and nature; use of plant-related terminology | [56] | |
Language development, vocabulary development, word acquisition | [59,72] | |
Verbal expression of thoughts, ideas, and feelings | [59,60] | |
Communication skills | [59,65,69] | |
Writing skills | [71] | |
Cognitive: Math | Early numeracy skills | [51,58] |
Recognizing patterns | [69] | |
Math skills | [71] | |
Cognitive: Scientific Knowledge and Thinking | Asking questions | [60] |
Making, describing, and recording observations | [60,69,70,74] | |
Sensory observation of the world | [72] | |
Classification skills | [70] | |
Using evidence to answer questions | [70] | |
Inquiry skills | [66,76] | |
Scientific thinking and reasoning | [59,69,70] | |
Making connections and integrating information | [60] | |
Problem solving | [54,59,76] | |
Model building | [63] | |
Making and testing | [63,70] | |
Communicating about science | [70] | |
Social and Emotional Development | Social–emotional skills, social development | [58,69,77] |
Prosocial behavior; decreased antisocial or challenging behaviors | [32,52,54,76] | |
Goal-directed cooperation or collaboration | [51,60,76] | |
Helping behavior-directed cooperation or collaboration | [54] | |
Negotiation | [76] | |
Positive peer play interactions; decreased play disruptions; decreased play disconnections | [32,55,58] | |
Sense of community/belonging; feelings of “at home” in the world; feelings of inclusion and equality across genders and cultures | [60,65,76] | |
Empathy; sense of compassion, concern, or responsibility for others | [52,59,60] | |
New perspectives | [77] | |
Respect for/positive relationships with adults and peers | [32,65] | |
Responsibility for actions | [52,66] | |
Self-confidence | [52,54,66,71,76,77] | |
Self-expression | [52] | |
Self-awareness | [52,65] | |
Self-regulation; self-management; self-control | [54,59,60,65,67,71] | |
Self-care | [59,60] | |
Independence | [76] | |
Resilience; protective factors associated with resilience | [60,71] | |
Physical Development | Fine motor skills | [52] |
Gross motor skill development | [52,59,69] | |
Physical capabilities (movement, balance, strength, speed, adjustment of movement in response to terrain, stamina) | [32,51,66,72] | |
Confidence in physical skills | [74] | |
Increased physical activity | [62,69,73,74] | |
Greater breadth of activity types | [73] | |
Physical health stamina | [51,69] | |
Reduced injury | [54] | |
Positive parent attitudes toward outdoor play in cold weather | [62] | |
Mental Well-being Development | Decreased depressed affect | [54] |
Reduced boredom | [54] | |
Attention restoration, restorative effects | [32,65] | |
Stress reduction (calmer, less agitated) | [54,65,71,74] | |
Feelings of happiness | [68] | |
Other: Changes in Play Behavior | Increased play with natural materials; increased independent play | [54] |
Higher levels of pretend play | [58] | |
More expansive forms of play | [32] | |
Frequency and depth of dramatic play | [57,74] | |
Other | Combining scientific principles or discoveries with valuing nature (integrating domains) | [70] |
Holistic development | [76,77] |
Standards and Indicators | Outcomes Associated with Nature Play | |||
---|---|---|---|---|
Outcome Category | Specific Outcome | Source | ||
Benchmark: Applied Knowledge | ||||
Cultural Preservation and Transformation
| Environmental Literacy Development: Knowledge | Knowledge of growing/harvesting local food | [63] | |
Responsible Local and Global Citizenship
| Cognitive: General | Decision making | [52] | |
Choice making | [67] | |||
Executive function skills | [80] | |||
Cognitive: Scientific Knowledge and Thinking | Problem solving | [54,59,76] | ||
Social and Emotional Development | Helping behavior-directed cooperation or collaboration | [59] | ||
Social–emotional skills, social development | [58,69,77] | |||
Prosocial behavior; decreased antisocial or challenging behaviors | [32,52,54,60,76] | |||
Positive peer play interactions (decreased play disruptions and play disconnections) | [32,55,58] | |||
Empathy; sense of compassion, concern, or responsibility for others | [52,59,60] | |||
Respect and positive relationships with adults and peers | [32,65] | |||
Responsibility for actions | [52,66] | |||
Self-confidence | [52,54,66,71,76,77] | |||
Independence | [76] | |||
The Dynamics of Systems and Change
| Environmental Literacy Development: Knowledge | Knowledge of cause-and-effect relationships | [59] | |
Approaches to Learning | Exploratory skills | [60,63,65,70,72] | ||
Cognitive: General | Decision making | [52] | ||
Choice making | [67] | |||
Cognitive: Scientific Knowledge and Thinking | Making, describing, and recording observations | [60,69,70,74] | ||
Sensory observation of the world | [72] | |||
Making connections and integrating information | [60] | |||
Social and Emotional Development | Responsibility for actions | [52,66] | ||
New perspectives | [77] | |||
Sustainable Economics
| ||||
Healthy Commons
| ||||
Natural Laws and Ecological Principles
| ||||
Inventing and Affecting the Future
| Environmental Literacy Development: Knowledge | Knowledge of cause-and-effect relationships | [59] | |
Approaches to Learning | Creativity, creative thinking, imagination | [54,59,74,78] | ||
Persistence, perseverance, determination | [32,55,60,67] | |||
Risk analysis/anticipate outcome | [59] | |||
Cognitive: General | Decision making | [52] | ||
Choice making | [67] | |||
Cognitive: Scientific Knowledge and Thinking | Problem solving | [54,59,76] | ||
Model building | [63] | |||
Making and testing | [63,70] | |||
Social and Emotional Development | Goal-directed cooperation or collaboration | [51,59,60,76] | ||
Self-confidence | [52,54,66,71,76,77] | |||
Responsibility for actions | [52,66] | |||
Self-awareness | [52,65] | |||
Independence | [76] | |||
Resilience, protective factors associated with resilience | [61,71] | |||
Negotiation | [76] | |||
Multiple Perspectives
| Environmental Literacy Development: Affective Attitudes and Values | Connection to other living things | [64] | |
Environmental dispositions and values; valuing of life within nature | [32,65] | |||
Social and Emotional Development | Empathy; sense of compassion, concern, or responsibility for others | [52,59,60] | ||
Positive peer play interactions (decreased play disruptions and play disconnections) | [32,55,58] | |||
Goal-directed cooperation or collaboration | [51,59,60,76] | |||
Sense of community/belonging; feelings of “at home” in the world; feelings of inclusion and equality across genders and cultures | [60,65,76] | |||
New perspectives | [77] | |||
Strong Sense of Place
| Environmental Literacy Development: Knowledge | Knowledge about nature | [51] | |
Use of plant/nature terminology | [56] | |||
Knowledge of growing/harvesting local food | [63] | |||
Knowledge of local plants and animals | [63,64,70] | |||
Environmental awareness and knowledge | [66] | |||
Environmental Literacy Development: Affective Attitudes and Values | Connection to nature | [53,60,70,71] | ||
Sense of belonging in/attachment to place | [64] | |||
Environmental identity | [63,64] | |||
Awareness of/sensitivities to natural/environmental surroundings | [64,70] | |||
Connection to other living things | [64] | |||
Affinity toward nature/biophilia | [32,79] | |||
Cognitive: General | Decision making | [52] | ||
Choice making | [67] | |||
Cognitive: Scientific Knowledge and Thinking | Making, describing, and recording observations | [60,69,70,74] | ||
Making connections and integrating information | [60] | |||
Sensory observation of the world | [72] | |||
Classification skills | [70] | |||
Social and Emotional Development | Responsibility for actions | [52,66] | ||
Benchmark: Dispositions | ||||
Being
| Approaches to Learning | Creativity, creative thinking, imagination | [54,59,74,78] | |
Persistence, perseverance, determination | [32,55,60,67] | |||
Curiosity | [2] | |||
Resilience, protective factors associated with resilience | [61,71] | |||
Self-awareness | [52,65] | |||
New perspectives | [77] | |||
Other: Changes in play behavior | Higher levels of pretend play | [58] | ||
Relating
| Environmental Literacy Development: Actions/Behaviors | Respectful interactions with nature | [69] | |
Stewardship of/caring for plants, wildlife, living creatures, and/or nature; compassionate care for nature | [59,60,63,65,66,70] | |||
Citizenship, civic skills | [65] | |||
Social and Emotional Development | Goal-directed cooperation or collaboration | [51,59,60,76] | ||
Helping behavior-directed cooperation or collaboration | [59] | |||
Empathy; sense of compassion, concern, or responsibility for others | [52,59,60] | |||
Sense of community/belonging; feelings of “at home” in the world; feelings of inclusion and equality across genders and cultures | [60,65,76] | |||
Respect and positive relationships with adults and peers | [32,65] | |||
Responsibility for actions | [52,66] | |||
Benchmark: Skills | ||||
Thinking skills
| Approaches to Learning | Creativity, creative thinking, imagination | [54,59,74,78] | |
Curiosity | [2] | |||
Exploratory skills | [60,63,65,70,72] | |||
Cognitive: Scientific Knowledge and Thinking | Making connections and integrating information | [60] | ||
Asking questions | [60] | |||
Making, describing, and recording observations | [60,69,70,74] | |||
Sensory observation of the world | [72] | |||
Classification skills | [70] | |||
Using evidence to answer questions | [70] | |||
Inquiry skills | [66,76] | |||
Scientific thinking and reasoning | [59,69,70] | |||
Problem solving | [54,59,76] | |||
Hands-On Skills
| Environmental Literacy Development: Knowledge | Knowledge of growing/harvesting local food | [63] | |
Cognitive: Scientific Knowledge and Thinking | Model building | [63] | ||
Making and testing | [63,70] | |||
Problem solving | [54,59,76] | |||
Benchmark: Applications and Actions | ||||
Build Capacity
| Environmental Literacy Development: Knowledge | Knowledge about nature | [51] | |
Knowledge of cause-and-effect relationships | ||||
Knowledge of growing/harvesting local food | [59] | |||
Environmental awareness and knowledge | [63] | |||
Environmental Literacy Development: Actions/Behaviors | Sharing environmental knowledge with others | [71] | ||
Modeling/monitoring for pro-environmental behavior with peers and family (such as making sure family recycles, teaching other children about how to treat animals) | [51] | |||
Approaches to Learning | Persistence, perseverance, determination | [32,55,60,67] | ||
Processing and using information | [59,60] | |||
Positive attitudes toward learning | [55] | |||
Risk analysis/anticipate outcome | [59] | |||
Exploratory skills | [60,63,65,70,72] | |||
Languaged and non-languaged exploratory behavior | [72] | |||
Creativity, creative thinking, imagination | [54,59,74,78] | |||
Cognitive: Language and Literacy | Increase in diversity and specificity of parent–child talk about plants and nature | [56] | ||
Language development, vocabulary development, word acquisition | [59,72] | |||
Verbal expression of thoughts, ideas, and feelings | [59,60] | |||
Writing skills | [71] | |||
Social and Emotional Development | Prosocial behavior; decreased antisocial or challenging behaviors | [32,52,54,60,76] | ||
Goal-directed cooperation or collaboration | [51,59,60,76] | |||
Helping behavior-directed cooperation or collaboration | [59] | |||
Positive peer play interactions (decreased play disruptions and play disconnections) | [32,55,58] | |||
New perspectives | [77] | |||
Other: Changes in play behavior | Higher levels of pretend play | [58] | ||
Dramatic play | [57] | |||
Frequency and depth of dramatic play | [74] | |||
Design and create
| Environmental Literacy Development: Actions/Behaviors | Citizenship, civic skills | [65] | |
Approaches to Learning | Persistence, perseverance, determination | [32,55,60,67] | ||
Cognitive: Scientific Knowledge and Thinking | Experimentation/model building | [63] | ||
Social and Emotional Development | Responsibility for actions | [52,66] | ||
Lead and govern
| Environmental Literacy Development: Actions/Behaviors | Respectful interactions with nature | [69] | |
Stewardship of/caring for plants, wildlife, living creatures, and/or nature; compassionate care for nature | [59,60,63,65,66,70] | |||
Sharing environmental knowledge with others | [71] | |||
Modeling/monitoring for pro-environmental behavior with peers and family (such as making sure family recycles, teaching other children about how to treat animals) | [51] | |||
Citizenship, civic skills | [65] | |||
Social and Emotional Development | Empathy; sense of compassion, concern, or responsibility for others | [52,59,60] | ||
Responsibility for actions | [52,66] | |||
Be just and fair
| Environmental Literacy Development: Affective Attitudes and Values | Appreciation and respect for nature | [51,52,59] | |
Environmental identity | [63,64] | |||
Awareness of/sensitivities to natural/environmental surroundings | [64,70] | |||
Affinity toward nature/biophilia | [32,79] | |||
Environmental dispositions and values; valuing of life within nature | [32,65] | |||
Social and Emotional Development | Positive peer play interactions (decreased play disruptions and play disconnections) | [32,55,58] | ||
Helping behavior-directed cooperation or collaboration | [59] | |||
Sense of community/belonging; feelings of “at home” in the world; feelings of inclusion and equality across genders and cultures | [60,65,76] | |||
Empathy; sense of compassion, concern, or responsibility for others | [52,59,60] | |||
Respect and positive relationships with adults and peers | [32,65] | |||
Responsibility for actions | [52,66] | |||
Participate and collaborate
| Environmental Literacy Development: Actions/Behaviors | Citizenship, civic skills | [65] | |
Cognitive: Scientific Knowledge and Thinking | Problem solving | [54,59,76] | ||
Social and Emotional Development | Goal-directed cooperation or collaboration | [51,59,60,76] | ||
Sense of community/belonging; feelings of “at home” in the world; feelings of inclusion and equality across genders and cultures | [60,65,76] | |||
Empathy; sense of compassion, concern, or responsibility for others | [52,59,60] | |||
Negotiation | [76] | |||
Responsibility for actions | [52,66] |
ECEfS Standard | Nature Play Outcome Evidence (Number of Nature Play Studies Reporting This Outcome) |
---|---|
Benchmark: Applied Knowledge | |
Cultural Preservation and Transformation | knowledge of growing local food (1) |
Responsible Local and Global Citizenship | decision making (1); choice making (1); executive function skills (1); problem solving (3); helping behavior—direct cooperation or collaboration (1); social–emotional skills/development (3); prosocial behavior (5); positive peer play interactions (3); empathy/responsibility for others (3); responsibility for actions (2); self-confidence (6); independence (1) |
Dynamics of Systems and Change | knowledge of cause-and-effect relationships (1); exploratory skills (5) decision making (1); choice making (1); making, describing, and recording observations (4); sensory observation of the world (1); making connections and integrating information (1); responsibility for actions (2); new perspectives (1) |
Sustainable Economics | -- |
Healthy Commons | -- |
Natural Laws and Ecological Principles | -- |
Inventing and Affecting the Future | knowledge of cause-and-effect relationships (1); creativity, creative thinking, imagination (4); persistence, perseverance, determination (4); risk analysis/anticipate outcome (1); decision making (1); choice making (1); problem solving (3); model building (1); making and testing (2); goal-directed cooperation or collaboration (4); self-confidence (6); responsibility for actions (2); self-awareness (2); independence (1); resilience, protective factors associated with resilience (2); negotiation (1) |
Multiple Perspectives | connection to other living things (1); environmental dispositions and values; valuing of life within nature (2); empathy; sense of compassion, concern, or responsibility for others (3); positive peer play interactions (decreased play disruptions and play disconnections) (3); goal-directed cooperation or collaboration (4); sense of community/belonging; feelings of “at home” in the world; feelings of inclusion and equality across genders and cultures (3); new perspectives (1) |
Strong Sense of Place | knowledge about nature (1); use of plant/nature terminology (1); knowledge of growing/harvesting local food (1); knowledge of local plants and animals (3); environmental awareness and knowledge (1); connection to nature (5); sense of belonging in/attachment to place (1); environmental identity (2); awareness of/sensitivities to natural/environmental surroundings (2); connection to other living things (1); affinity toward nature/biophilia (2); decision making (1); choice making (1); making, describing, and recording observations (4); making connections and integrating information (1); sensory observation of the world (1); classification skills (1); responsibility for actions (2) |
Benchmark: Dispositions | |
Being | creativity, creative thinking, imagination (4); persistence, perseverance, determination (4); curiosity (1); resilience, protective factors associated with resilience (2); self-awareness (2); new perspectives (1); higher levels of pretend play (1) |
Relating | respectful interactions with nature (1); stewardship of/caring for plants, wildlife, living creatures, and/or nature; compassionate care for nature (6); citizenship, civic skills (1); goal-directed cooperation or collaboration (4); helping behavior-directed cooperation or collaboration (1); empathy; sense of compassion, concern, or responsibility for others (3); sense of community/belonging; feelings of “at home” in the world; feelings of inclusion and equality across genders and cultures (3); respect and positive relationships with adults and peers (2); responsibility for actions (2); helping behavior-directed cooperation or collaboration (1) |
Benchmark: Skills | |
Thinking Skills | creativity, creative thinking, imagination (4); curiosity (1); exploratory skills (5); making connections and integrating information (1); asking questions (1); making, describing, and recording observations (4); sensory observation of the world (1); classification skills (1); using evidence to answer questions (1); inquiry skills (2); scientific thinking and reasoning (3); problem solving (3) |
Hands-On Skills | knowledge of growing/harvesting local food (1); model building (1); making and testing (2); problem solving (3) |
Benchmark: Applications and Actions | |
Build Capacity | knowledge about nature (1); knowledge of cause-and-effect relationships (1); knowledge of growing/harvesting local food (1); environmental awareness and knowledge (1); sharing environmental knowledge with others (1); modeling/monitoring for pro-environmental behavior with peers and family (1); persistence, perseverance, determination (4); processing and using information (2); positive attitudes toward learning (1); risk analysis/anticipate outcome (1); exploratory skills (5); languaged and non-languaged exploratory behavior (1); creativity, creative thinking, imagination (4); increase in diversity and specificity of parent–child talk about plants and nature (1); language development, vocabulary development, word acquisition (2); verbal expression of thoughts, ideas, and feelings (2); writing skills (1); prosocial behavior; decreased antisocial or challenging behaviors (5); goal-directed cooperation or collaboration (4); helping behavior-directed cooperation or collaboration (1); positive peer play interactions (decreased play disruptions and play disconnections) (3); new perspectives (1); higher levels of pretend play (1); dramatic play (1); frequency and depth of dramatic play (1) |
Design and Create | citizenship, civic skills (1); persistence, perseverance, determination (4); experimentation/model building (1); responsibility for actions (2) |
Lead and Govern | respectful interactions with nature (1); stewardship of/caring for plants, wildlife, living creatures, and/or nature; compassionate care for nature (6); sharing environmental knowledge with others (1); modeling/monitoring for pro-environmental behavior with peers and family (1); citizenship, civic skills (1); empathy; sense of compassion, concern, or responsibility for others (3); responsibility for actions (2) |
Be Just and Fair | appreciation and respect for nature (3); environmental identity (2); awareness of/sensitivities to natural/environmental surroundings (2); affinity toward nature/biophilia (2); environmental dispositions and values; valuing of life within nature (2); positive peer play interactions (decreased play disruptions and play disconnections) (3); helping behavior-directed cooperation or collaboration (2); sense of community/belonging; feelings of “at home” in the world; feelings of inclusion and equality across genders and cultures (3); empathy; sense of compassion, concern, or responsibility for others (3); respect and positive relationships with adults and peers (2); responsibility for actions (2) |
Participate and Collaborate | citizenship, civic skills (1); problem solving (3); goal-directed cooperation or collaboration (4); sense of community/belonging; feelings of “at home” in the world; feelings of inclusion and equality across genders and cultures (3); empathy; sense of compassion, concern, or responsibility for others (3); negotiation (1); responsibility for actions (2) |
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Ernst, J.; McAllister, K.; Siklander, P.; Storli, R. Contributions to Sustainability through Young Children’s Nature Play: A Systematic Review. Sustainability 2021, 13, 7443. https://doi.org/10.3390/su13137443
Ernst J, McAllister K, Siklander P, Storli R. Contributions to Sustainability through Young Children’s Nature Play: A Systematic Review. Sustainability. 2021; 13(13):7443. https://doi.org/10.3390/su13137443
Chicago/Turabian StyleErnst, Julie, Kerri McAllister, Pirkko Siklander, and Rune Storli. 2021. "Contributions to Sustainability through Young Children’s Nature Play: A Systematic Review" Sustainability 13, no. 13: 7443. https://doi.org/10.3390/su13137443
APA StyleErnst, J., McAllister, K., Siklander, P., & Storli, R. (2021). Contributions to Sustainability through Young Children’s Nature Play: A Systematic Review. Sustainability, 13(13), 7443. https://doi.org/10.3390/su13137443