Nature-Based Education and Kindergarten Readiness: Nature-Based and Traditional Preschoolers Are Equally Prepared for Kindergarten

Autor/inn/en	Cordiano, Tori S.; Lee, Alexis; Wilt, Joshua; Elszasz, Audrey; Damour, Lisa K.; Russ, Sandra W.
Titel	Nature-Based Education and Kindergarten Readiness: Nature-Based and Traditional Preschoolers Are Equally Prepared for Kindergarten
Quelle	In: International Journal of Early Childhood Environmental Education, 6 (2019) 3, S.18-36 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-0464
Schlagwörter	School Readiness; Kindergarten; Outdoor Education; Program Effectiveness; Physical Environment; Social Development; Emotional Development; Play; Academic Achievement; Educational Environment; Preschool Children; Interpersonal Competence; Child Behavior; Teacher Attitudes; Parent Attitudes; Conventional Instruction; Private Schools; Suburban Schools; Ohio (Cleveland); Preschool and Kindergarten Behavior Scales + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Freiluftunterricht; Natürliche Umwelt; Soziale Entwicklung; Gefühlsbildung; Spiel; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Lehrerverhalten; Elternverhalten; Private school; Privatschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule
Abstract	Time spent outdoors benefits children's physical, social and psychological development, although children today spend far less time outdoors than children of previous generations. The nature-based school initiative has grown in popularity as a means of increasing children's connection with nature and harnessing its benefits for their educational development. The current study is one of the first to quantitatively compare a traditional and a nature-based pre-primary program at the same school. Using a multi-method approach, this study aimed to better understand the relationships between learning environment and important developmental variables, including social interaction, play, behavior, school enjoyment and nature appreciation. Results indicate that both groups are equally prepared for kindergarten with regard to social-emotional, academic and pretend play skills. (As Provided).
Anmerkungen	North American Association for Environmnental Education. 1725 DeSales Street NW, Washington, DC 20036. Tel: 202-419-0412; Web site: https://naturalstart.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01