The Effect of Growing Up WILD™ Training on Early Childhood Professionals' Beliefs, Attitudes, and Intentions toward Outdoor Education
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| Title: | The Effect of Growing Up WILD™ Training on Early Childhood Professionals' Beliefs, Attitudes, and Intentions toward Outdoor Education |
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| Language: | English |
| Authors: | Morgan Kunde Sekula (ORCID |
| Source: | Early Childhood Education Journal. 2025 53(8):2991-2999. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Early Childhood Teachers, Early Childhood Education, Teacher Attitudes, Beliefs, Intention, Outdoor Education, Inservice Teacher Education, Self Efficacy, Field Trips, Class Activities, Attitude Change |
| DOI: | 10.1007/s10643-024-01817-3 |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | In this study, we measured attitudes, beliefs, and intentions about implementing outdoor learning experiences among 56 early childhood professionals before and after attending Growing Up WILD™ (GUW) training. Online pre- and post-surveys were distributed to participants measuring a range of attitudes (i.e., comfort and confidence), beliefs, and intentions (i.e., planning). Overall, after attending GUW training, participants reported feeling more confident facilitating conversations with children about nature and science and more comfortable about planning teacher directed activities, allowing children to take risks, and offering free play. They also expressed fewer concerns about potential barriers to going outside such as family concerns, materials, and curriculum. It also demonstrated participants had greater intentions to engage children in outdoor learning experiences (e.g., outdoor field trips and nature walks). Our findings highlight the impact that GUW training, a brief intervention, can have on early childhood professionals' attitudes, beliefs, and intentions toward implementing outdoor education. We hope that these attitudinal shifts will encourage early childhood professionals to take young children outside so they can enjoy the benefits of outdoor education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496731 |
| Database: | ERIC |
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| Abstract: | In this study, we measured attitudes, beliefs, and intentions about implementing outdoor learning experiences among 56 early childhood professionals before and after attending Growing Up WILD™ (GUW) training. Online pre- and post-surveys were distributed to participants measuring a range of attitudes (i.e., comfort and confidence), beliefs, and intentions (i.e., planning). Overall, after attending GUW training, participants reported feeling more confident facilitating conversations with children about nature and science and more comfortable about planning teacher directed activities, allowing children to take risks, and offering free play. They also expressed fewer concerns about potential barriers to going outside such as family concerns, materials, and curriculum. It also demonstrated participants had greater intentions to engage children in outdoor learning experiences (e.g., outdoor field trips and nature walks). Our findings highlight the impact that GUW training, a brief intervention, can have on early childhood professionals' attitudes, beliefs, and intentions toward implementing outdoor education. We hope that these attitudinal shifts will encourage early childhood professionals to take young children outside so they can enjoy the benefits of outdoor education. |
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| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-024-01817-3 |
