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Nature-Based Early Childhood Education and Children’s Social, Emotional and Cognitive Development: A Mixed-Methods Systematic Review

Author

Listed:
  • Avril Johnstone

    (MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Berkeley Square, 99 Berkeley Street, Glasgow G3 7HR, UK)

  • Anne Martin

    (MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Berkeley Square, 99 Berkeley Street, Glasgow G3 7HR, UK)

  • Rita Cordovil

    (CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, Cruz Quebrada, 1499-002 Lisboa, Portugal)

  • Ingunn Fjørtoft

    (Faculty of Humanities, Sports and Educational Sciences, University of South-Eastern Norway, 3672 Notodden, Norway)

  • Susanna Iivonen

    (School of Applied Educational Science and Teacher Education, University of Eastern Finland, 80101 Joensuu, Finland)

  • Boris Jidovtseff

    (Research Unit for a Life-Course Perspective on Health and Education, Department of Sport and Rehabilitation Sciences, University of Liege, 2 Allee des Sports, 4000 Liege, Belgium)

  • Frederico Lopes

    (Laboratory of Motor Behavior, Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, Cruz Quebrada, 1499-002 Lisbon, Portugal)

  • John J. Reilly

    (School of Psychological Sciences and Health, University of Strathclyde, 50 George Street, Glasgow G1 1QE, UK)

  • Hilary Thomson

    (MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Berkeley Square, 99 Berkeley Street, Glasgow G3 7HR, UK)

  • Valerie Wells

    (MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Berkeley Square, 99 Berkeley Street, Glasgow G3 7HR, UK)

  • Paul McCrorie

    (MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Berkeley Square, 99 Berkeley Street, Glasgow G3 7HR, UK)

Abstract

This systematic review synthesised evidence on associations between nature-based early childhood education (ECE) and children’s social, emotional, and cognitive development. A search of nine databases was concluded in August 2020. Studies were eligible if: (a) children (2–7 years) attended ECE, (b) ECE integrated nature, and (c) assessed child-level outcomes. Two reviewers independently screened full-text articles and assessed study quality. Synthesis included effect direction, thematic analysis, and results-based convergent synthesis. One thousand three hundred and seventy full-text articles were screened, and 36 (26 quantitative; 9 qualitative; 1 mixed-methods) studies were eligible. Quantitative outcomes were cognitive ( n = 11), social and emotional ( n = 13), nature connectedness ( n = 9), and play ( n = 10). Studies included controlled ( n = 6)/uncontrolled ( n = 6) before-after, and cross-sectional ( n = 15) designs. Based on very low certainty of the evidence, there were positive associations between nature-based ECE and self-regulation, social skills, social and emotional development, nature relatedness, awareness of nature, and play interaction. Inconsistent associations were found for attention, attachment, initiative, environmentally responsible behaviour, and play disruption/disconnection. Qualitative studies ( n = 10) noted that nature-based ECE afforded opportunities for play, socialising, and creativity. Nature-based ECE may improve some childhood development outcomes, however, high-quality experimental designs describing the dose and quality of nature are needed to explore the hypothesised pathways connecting nature-based ECE to childhood development (Systematic Review Registration : CRD42019152582).

Suggested Citation

  • Avril Johnstone & Anne Martin & Rita Cordovil & Ingunn Fjørtoft & Susanna Iivonen & Boris Jidovtseff & Frederico Lopes & John J. Reilly & Hilary Thomson & Valerie Wells & Paul McCrorie, 2022. "Nature-Based Early Childhood Education and Children’s Social, Emotional and Cognitive Development: A Mixed-Methods Systematic Review," IJERPH, MDPI, vol. 19(10), pages 1-30, May.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:10:p:5967-:d:815516
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    References listed on IDEAS

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    9. Julie Ernst & Firdevs Burcak, 2019. "Young Children’s Contributions to Sustainability: The Influence of Nature Play on Curiosity, Executive Function Skills, Creative Thinking, and Resilience," Sustainability, MDPI, vol. 11(15), pages 1-22, August.
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    Cited by:

    1. Yunjin Wang & Cheryl Desha & Savindi Caldera & Tanja Beer, 2024. "Roles of Urban Green Spaces for Children in High-Density Metropolitan Areas during Pandemics: A Systematic Literature Review," Sustainability, MDPI, vol. 16(3), pages 1-24, January.
    2. Oliver Traynor & Paul McCrorie & Nai Rui Chng & Anne Martin, 2022. "Evaluating Outdoor Nature-Based Early Learning and Childcare Provision for Children Aged 3 Years: Protocol of a Feasibility and Pilot Quasi-Experimental Design," IJERPH, MDPI, vol. 19(12), pages 1-25, June.
    3. Sixian Li & Qianyi Jiang & Chenyu Deng, 2022. "The Development and Validation of an Outdoor Free Play Scale for Preschool Children," IJERPH, MDPI, vol. 20(1), pages 1-18, December.
    4. Boris Jidovtseff & Florence Pirard & Anne Martin & Paul McCrorie & Andora Vidal & Elodie Pools, 2022. "Parental Assessment of Benefits and of Dangers Determines Children’s Permission to Play Outdoors," IJERPH, MDPI, vol. 19(18), pages 1-22, September.

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