Date of Award
10-23-2024
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Early Childhood Education
Capstone Instructor
Dr. Kelly Sadlovsky
Second Reader
DeShawn Woods
Keywords
early childhood education (ECE), nature-based-learning (NBL), whole child development, developmental domains, developmentally appropriate practice (DAP)
Abstract
Learning experiences and environments have a profound influence on young children’s learning and development (National Association for the Education of Young Children, 2022; Zosh et al., 2022). When young children are afforded inadequate opportunities to engage with and explore a nature-based outdoor learning environment, children’s growth, learning, and development can be negatively impacted (Louv, 2008; Suttie, 2016). Current research and literature regarding how nature-based early learning environments support whole child development was analyzed. Research indicated that when children spent more time exploring nature, children had improved learning outcomes (American Academy of Pediatrics, 2022). Outdoor play promoted creativity, curiosity, and critical thinking (American Academy of Pediatrics, 2022). Nature-based early learning programs afforded young children increased opportunities to be active in an outdoor environment throughout the day (Honig, 2015); engage in risky play experiences (Suttie, 2016); experience the benefits that engaging with nature provides the body, mind, and immune system (Suttie, 2016); experience the benefits natural outdoor sunlight provides for immune response (Porto, 2022), sleep (Ridenour, 2024), and healthy development (Louv, 2008; Suttie, 2016) ; and develop an awareness, understanding, and appreciation for the environment and the world (North American Association for Environmental Education, 2019).
Keywords: early childhood education (ECE), nature-based-learning (NBL), whole child development, developmental domains, developmentally appropriate practice (DAP)