Investigating Nature-Based Preschoolers Gains in Early Literacy and Select Executive Function Skills
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| Title: | Investigating Nature-Based Preschoolers Gains in Early Literacy and Select Executive Function Skills |
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| Language: | English |
| Authors: | Arianna E. Pikus (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A150063 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Education, Preschool Children, School Readiness, Emergent Literacy, Executive Function, Natural Resources, Outdoor Education, Child Behavior, Self Control, Child Development, Program Effectiveness, Educational Environment, Phonological Awareness, Phoneme Grapheme Correspondence, Alphabets, Short Term Memory, Inhibition |
| ISSN: | 2332-8584 |
| Abstract: | Nature-based education has grown exponentially throughout the United States. However, it has yet to be determined to what extent these programs are preparing children for formal schooling in kindergarten and beyond. This study directly assessed school readiness (i.e., early literacy and executive function) skills of children who attended a nature-based preschool (n = 82; M age = 47.75 months) in comparison to children in a non-nature preschool setting (n = 58; M age = 50.16 months) in the fall and spring of one school year. Nature-based classrooms were shown to spend, on average, two hours more outside than the non-nature classrooms. Children at both locations developed skills in early literacy and some aspects of executive function (e.g., working memory and inhibitory control) at similar rates. Other aspects of executive function, such as behavioral self-regulation, were associated with greater growth for children attending non-nature classrooms. This study suggests high-quality nature-based preschools can be successful at promoting many areas of children's school readiness but may need to be more intentional when supporting the development of some aspects of executive function. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.3886/E235344V1 |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1494862 |
| Database: | ERIC |
| Abstract: | Nature-based education has grown exponentially throughout the United States. However, it has yet to be determined to what extent these programs are preparing children for formal schooling in kindergarten and beyond. This study directly assessed school readiness (i.e., early literacy and executive function) skills of children who attended a nature-based preschool (n = 82; M age = 47.75 months) in comparison to children in a non-nature preschool setting (n = 58; M age = 50.16 months) in the fall and spring of one school year. Nature-based classrooms were shown to spend, on average, two hours more outside than the non-nature classrooms. Children at both locations developed skills in early literacy and some aspects of executive function (e.g., working memory and inhibitory control) at similar rates. Other aspects of executive function, such as behavioral self-regulation, were associated with greater growth for children attending non-nature classrooms. This study suggests high-quality nature-based preschools can be successful at promoting many areas of children's school readiness but may need to be more intentional when supporting the development of some aspects of executive function. |
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| ISSN: | 2332-8584 |
