5202ECS The Role of Nature-Based Education Methods Assessment Answer

PART- 1

Introduction

The nature-based education has been becoming more popular in the initial years of childhood education. It highlights how crucial it is for young children to spend as much time as possible interacting with and learning from nature (Johnstone et al., 2022). This technique enables children to learn through exploration as well as observation of their natural environment, which has been shown to have multiple benefits for their cognitive, physical, social, and emotional development (Mann et al., 2022). This technique enables children to learn through exploration as well as observation of their natural environment, which has been shown to have multiple benefits for their cognitive, physical, social, as well as emotional development (Oh et al., 2020). This technique enables children to learn through exploration as well as observation of their natural environment, which has been shown to have multiple benefits for their cognitive, physical, social, and emotional development (Sprague & Ekenga, 2022). As per the views of Sprague & Ekenga, (2022), it can be said that children tend to learn best when they are allowed to self-explore the environment and engage with nature which forms the fundamental idea of education based on nature. Nature-based education include outdoor activities that emphasize various outdoor pursuits like hiking, cycling, stream hopping, and many more (Johnstone et al., 2020).

On a cognitive level, direct nature experiences stimulate brain development and strengthen key functions like working memory, focus, and impulse control (Sprague & Ekenga, 2022). From an early age, observing wildlife and ecosystems fosters curiosity, problem-solving abilities, and scientific thinking. It is understood from the works of Summers et al., (2020) that outdoor play stimulates minds on a primitive level, encouraging sensory integration, which is vital for focus and emotional management. Exploration driven by intrinsic motivation also builds self-direction, situational competencies and capacities to assess risk or novelty (Shanahan et al., 2019). Spatial awareness and gross motor abilities are developed through physical challenges found in nature, such as scaling obstacles. Without any support of technology, storytelling, creativity, and social play tend to emerge spontaneously (Shanahan et al., 2019). It can be said that hands-on learning in natural settings promotes cognitive control, awareness, confidence, and resilience.

Aside from nourishing minds, outdoor free play in green environment promotes emotional health through a variety of direct and indirect ways. From the works of Sprague & Ekenga, (2022), it is acknowledged that interacting with peaceful natural settings helps children restore focus, reduce anxiety and aggressive behaviors, along with establish self-esteem through overcoming physical challenges. The authors Shanahan et al., (2019) highlighted that social play naturally enhances bonding, empathy, and cooperation. Gardening projects on school grounds boost community pride and connectedness while teaching patience (Summers et al., 2020). The sensory features boost enjoyment and stimulate minds in an optimally complicated setting matched to children's evolved responses (Summers et al., 2020). It has even been shown that even looking out the windows of classrooms at greenery increases focus and recall. The time outdoors also promotes physical activity and sunlight exposure, thereby reducing the risk of depression or obesity (Oh et al., 2020). In this study, the beneficial impact of nature-based education on children’s development will be explored which basically helps to nurture innate bonds of children with the natural world. 

Research Question:

What effects does nature-based education have on cognitive development and emotional well-being outcomes in children?

Research Aims:

• To evaluate the impact of nature-based education on cognitive abilities including learning, memory, critical thinking, and academic achievement.
• To comprehend the effects of nature-based education on improving a child’s mental health and overall emotional well-being.

Literature Review

Characteristics of Nature-Based Childhood Education

The Nature-based childhood education encapsulates a pedagogical approach that utilizes the intrinsic benefits of natural environments to facilitate children's learning and development. Several key characteristics define this educational framework, highlighting the immersive experiences in natural settings so as to foster holistic growth among the young learners.

Immersion in natural environments: As per the works of Johnstone et al., (2022) a key characteristic of nature-based early childhood education is providing students with extensive exposure to a variety of outdoor settings, including parks, gardens, woods, and wildlife habitats. The authors Johnstone et al., (2022) emphasize that these settings serve as vibrant classrooms, fostering experiential learning through rich sensory encounters. The children go through natural landscapes, witness wildlife, touch textured surfaces, and listen to the natural sounds of symphony. It can be said that such direct interactions cultivate curiosity and a profound connection with the environment, providing a profound context for learning that goes beyond textbooks. By the views of Summers et al., (2020), it can be said that these experiences are crucial which offers the children an unfiltered understanding of the world across them along with igniting a lifelong appreciation for nature.

Experiential Learning and Inquiry-Based Approach: Nature-based education promotes experiential learning by inviting youngsters to embark on exploratory journeys filled with experimentation and discovery. As per the works of Vella-Brodrick & Gilowska, (2022). it is realized that children actively participate in hands-on activities within this framework, observing natural phenomena, posing inquiries, and seeking answers. This approach sparks curiosity, fuelling a quest for understanding the world around them. The authors () highlighted in their research work that children tend to learn to establish connections between their experiences and the environment through inquiry-based learning. This process fosters a feeling of wonder, developing not only knowledge but also the ability to analyze, integrate information, as well as solve issues creatively. This establishes a lifetime enthusiasm in them for exploration and discovery.

Holistic Development Focus: A holistic development paradigm has been followed by the nature-based childhood education which encompasses cognitive, emotional, social, as well as physical dimensions. Beyond academic pursuits, this framework prioritizes fostering emotional resilience, social adeptness, creativity, and environmental consciousness among children. As per the views of Garden & Downes, (2023), it is realized that engaging in nature-based activities facilitates the development of a wide range of life skills. Through these experiences, children tend to learn self-regulation, navigating challenges while developing empathy and cooperation through teamwork. In addition, these activities instill a sense of accountability and stewardship toward the environment, thereby nurturing a generation that appreciates, respects, as well as actively contributes to preserving the natural world. This fosters well-rounded individuals with a profound sense of interconnectedness within their surroundings (Robinson, & Barrable, 2023).

Child-Centered and Play-Based Learning: from the works of Inoue et al., (2019) it is recognized that the nature-based education promotes a child-centered approach, acknowledging children as active participants in their learning. It provides flexibility, autonomy, and the freedom to children for self-directed exploration, enabling unique learning experiences. The authors Sobchuk et al., (2019) opined in their research that this pedagogical style encourages children to delve into subjects that strike their curiosity, setting their pace for discovery. Rymanowicz et al., (2020)’s works suggest that when children are engaged in play-based learning within natural environments, it encourages their innovative play, improves their problem-solving abilities, and collaborative interactions among peers. So, it can be said that this approach encourages children to drive their own learning journey, cultivating their curiosity and agency in a supportive outdoor setting (Sobchuk et al., 2019).

Integration with Curricular Goals: The nature-based education harmoniously aligns with established curricular objectives, complementing conventional educational methods (Sobchuk et al., (2019). This integration fosters a symbiotic interaction between nature and academic disciplines, improving learning activities (Rymanowicz et al., 2020). Educators expertly incorporate nature-based activities into curricular frameworks, effortlessly integrating ecological concepts with core subjects like science, maths and social science. By the views of Sobchuk et al., (2019), it can be said that this approach not only amplifies learning outcomes but also cultivates environmental literacy and ecological awareness. The authors Robinson, & Barrable, (2023) emphasize the fact that youngsters hold a stronger grasp of ecological systems when nature is integrated into formal education, promoting a holistic perspective that connects academic knowledge with real-world applications in the natural environment.

Effects of Nature-Based Education on Cognitive Development

Based on the works of Johnstone et al., (2022), it is acknowledged that the cognitive skills of children are profoundly impacted by the nature-based education, providing a myriad of benefits that transcend traditional classroom learning. Immersion in natural environments acts as a catalyst for cognitive development, developing diverse cognitive talents along with improving academic achievement (Johnstone et al., 2022). Firstly, it can be said that the nature-based education, specifically forest-based learning, stimulate attentional capacities of children. The ever-changing natural settings, filled with diverse flora and fauna, present an array of stimuli that engage and sustain children's attention. As per the views of Summers et al., (2019), observing animals in its native habitat or discovering the subtle features of varied landscapes requires heightened attentiveness. For example, monitoring the movements of animals, recognizing different kinds of plants, or even navigating through uneven terrains necessitates a heightened sense of alertness, compelling children to maintain a sustained focus on their surroundings (Johnstone et al., 2022). In addition, the immersive aspect of forest-based education encourages a sense of wonder and curiosity within the children. The authors Kuo et al., (2019) highlighted that children are naturally inclined to explore and discover within these environments, and this intrinsic motivation further contributes to heightened attentional control.

Apart from this, by the research works of Garden & Downes, (2023), it is acknowledged that forest-based education or nature-based education approach acts as a natural catalyst for nurturing the problem-solving abilities of children. The inherent unpredictability and complexity of natural environments provide a rich platform for the children to encounter certain real-life problem-solving scenarios (Garden & Downes, 2023). However, the authors Vella-Brodrick & Gilowska, (2022) highlighted that in the complex landscape of natural environments, the young individuals are required to assess situations, devise strategies, and adapt their approach based on the changing circumstances. This helps to develop critical thinking as well as innovative problem-solving skills within them (Vella-Brodrick & Gilowska, 2022). 

For example, identifying safe pathways through wooded areas or constructing natural shelters prompt children to think critically and creatively, developing their abilities to assess risks and find solutions. Additionally, the diverse stimuli in forest-based education settings spark curiosity, prompting children to ask questions, explore, and experiment (Kuo et al., 2019). This natural curiosity fuels a proactive approach to problem-solving, encouraging children to explore alternative solutions and embrace trial-and-error methodologies to overcome challenges (Johnstone et al., 2022). Therefore, it can be said that nature-based education, specifically forest-based approach offers a hands-on, experiential learning platform that cultivates adaptability, resourcefulness, and resilience in children, nurturing their problem-solving prowess in real-world contexts.

Beneficial Impact of Nature-Based Education on Improving Children's Emotional Wellbeing

Nature-based education has been a transforming force in supporting children's emotional well-being, cultivating a deep link between nature and their emotional resilience, mental health, and general sense of well-being. By the views of Harvey et al., (2020) it is realized that exposure to green spaces in nature-based education settings provides an ideal environment for mental wellness of children. The serene and tranquil ambiance of natural settings provides a therapeutic space where children can find solace, reduce stress, and attain emotional equilibrium (Johnstone et al., 2020). However, in accordance to the research work of Kuo et al., (2019), spending time in nature reduces cortisol levels and stress hormones, resulting in a calmer emotional state and improved overall well-being.

Moreover, the nature-based experiences evoke positive emotions. From the views of Harvey et al., (2020), it is realized that interacting with nature's wonders elicits feelings of awe, wonder, and joy among children, building a sense of happiness and fulfilment. These positive emotional experiences in natural settings elevate mood, reduce anxiety, and contribute to an overall sense of emotional resilience (Harvey et al., 2020). However, the authors Johnstone et al., (2020) argues that nature-based education promotes a sense of connectedness and empathy for the natural environment, which is associated with increased emotional well-being. As per the views of Kuo et al., (2019), children develop a sense of duty and stewardship for the environment through firsthand experiences in nature. This sense of connection creates empathy, compassion, and a more profound knowledge of interdependence, all of which contribute to a better sense of purpose and emotional fulfilment (Johnstone et al., 2020).

Similarly, the authors Blackwell (2015) suggest that engaging in nature-based activities promotes the social bonding and emotional regulation. Collaborative activities in natural environments, such as team-building exercises or group projects, promote peer connections, cooperation, and communication skills (Kuo et al., 2019). These experiences help youngsters develop emotional intelligence, empathy, and conflict resolution abilities, along with improve their social-emotional skills as well as fostering healthy relationships (Blackwell, 2015). Moreover, based on the research works of Harvey et al., (2020), it is acknowledged that nature-based education encourages unstructured play and self-expression, that is significant for emotional development. The young individuals engage in imaginative play, free exploration, and creativity within natural settings, thereby fostering self-confidence, self-expression, as well as emotional self-regulation (Kuo et al., 2019). It can be said that this unstructured play enables young individuals to process emotions, express themselves freely, along with develop resilience in managing their emotional experiences.

Literature Gap

Most of the literature works focused broadly evaluating the benefits of implementing nature-based education in early childhood. A gap exists in research as it lacked in specifying which types of programs are optimal for supporting emotional well-being as well as cognitive growth for children at particular developmental stages. While studies demonstrate overall benefits from generalized nature immersion, there is a lack of targeted comparative analysis delineating relative mental health or academic impacts arising from interventions like wilderness camps, farm education, or biodiversity-focused curriculum for precise age groups.

Final Reflection

Factor of interest in literature review

The importance of nature-based education in cultivating emotional resilience and well-being in children piqued my interest the most in the literature study. The literature work emphasized the profound mental health advantages of spending time in nature, such as stress reduction, improved mood, increased focus, and a general sense of well-being. As mental health issues are on the rise among youth today, nature-based education represents a promising preventative approach that warrants further exploration (Blackwell, 2015).

Multiple studies revealed that peaceful natural environments can have a significant impact on restoring mental vibrancy and balance in youngsters. The sights, sounds, smells, and textures of natural environments naturally captivate attention, allowing minds to recuperate from directed concentrate fatigue (Kuo et al., 2019). This facilitates the healing process from anxiety or aggressiveness brought on by high cognitive burdens. Additionally, interacting with vegetation, ecosystems, and wildlife promotes awe and joy, amplifying positivity (Harvey et al., 2020). Achieving small victories like climbing a tree sparks pride and confidence. Social play in natural surroundings naturally improves empathy, collaboration, and connection (Johnstone et al., 2020). These mechanisms suggest that nature-based education can uniquely nourish children's mental health and resilience (Johnstone et al., 2020).

According to the literature, even minor exposures to natural components such as plants in classrooms or views from windows can have a favorable impact on; student focus, stress, and relationships. However, extended deep immersion into rich, biodiverse environments may have even more profound impacts on emotional well-being (Kuo et al., 2019). As a result, my research focuses on quantifying the emotional regulation outcomes from intensive nature-based education interventions compared to limited exposure. Analyzing the dose-response correlations may help determine the best ways to promote mental health by measuring the frequency, duration, and character of interactions (Blackwell, 2015).

Choosing Research Approach

I would adopt the qualitative research approach to gain an in-depth understanding of the topic. The study would include two demographically matched groups of 6-8-year-olds, with the one receiving daily nature-based kindergarten programs in forest habitats for 8 weeks and the second remaining in typical schools with only occasional outside playtime. Qualitative data would be gathered through parent and teacher interviews, as well as student focus groups, to gain perspectives on outcomes such as enjoyment, social skills, anxiety, resilience, and nature connectedness (Tuffour, 2017). I opted for a qualitative approach over quantitative or mixed methods because I believed that rich, descriptive experiences of children, parents, and educators would provide the most informative insights; based on the personal impacts of intensive nature-based education interventions on emotional wellbeing (Alase, 2017). Although empirical evaluations can measure variations in metrics such as stress hormones or self-reported anxiety. However, deep in-person narratives, observations, and reflections would be the most effective means of capturing the essence of deep immersion of  natural environments transforming  children's subjective well-being (Alase, 2017).

Therefore, detailed interviews, focus groups, and possibly ethnographic observations would reveal subtle themes like changes in consciousness, self-confidence, creativity, bonding, and one's sense of self and purpose (Tuffour, 2017). Moreover, allowing parents, educators, and children to convey these experiences coloring their love, knowledge, and stewardship of the natural world in their own words will ultimately paint the richest picture of the personal impacts of nature-based education.

Key Ethical Issues

As this project involves vulnerable child participants, ensuring proper informed consent and privacy protections would be imperative. The parents would be informed clearly and concisely of the main objectives, protocols, hazards, and data usage (Arifin, 2018). The guardians would be requested to obtain formal approval for participation, interviews/focus groups, audio recordings, and data release because young children are unable to give complete legal consent. Additionally, every child  would constantly be informed that they could choose not to participate in any activities or disclosures at any time (Arifin, 2018). 

On the other hand, maintaining confidentiality around responses would be critical such as the names being replaced with pseudonyms in transcripts and reports (Gregg et al., 2022). To ensure data security, any mental health resources shared need to be kept confidential regarding their identity. The data and recordings would be stored securely with encryption and access limits to protect identities (Arifin, 2018). Also, unless permission was granted, partner schools and their instructors would not be mentioned by name. These precautions reduce the possibility of legal, employment, or societal consequences arising from the disclosure of private information.

Additional ethical considerations for child research would be addressed. This includes the aspect of monitoring for distress during interviews, providing a debriefing on the voluntary nature of responses, along permitting withdrawal for any reason without consequence (Gregg et al., 2022). During analysis and dissemination, I would also take care to fairly represent all viewpoints presented throughout analysis and distribution, avoiding any biasedness regarding picking only positive responses. Moreover, the reporting of this research work would be also free from excessive scientific jargon or prejudicial language (Arifin, 2018). Additionally, I would also communicate results back to the participating schools and families in an accessible and thoughtful manner. Overall, an ethical orientation upholding dignity, justice, beneficence, and the rights of families and children themselves would drive all study procedures.

References

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Arifin, S. R. M. (2018). Ethical considerations in qualitative study. International Journal Of Care Scholars, 1(2), 30-33. https://doi.org/10.31436/ijcs.v1i2.82 

Blackwell, S. (2015). Impacts of long-term forest school programs on children's resilience, confidence, and wellbeing. Acesso em, 30(04), 1-46. https://getchildrenoutdoors.files.wordpress.com/2015/06/impacts-of-long-term-forest-schools-programmes-on-childrens-resilience-confidence-and-wellbeing.pdf 

Garden, A., & Downes, G. (2023). A systematic review of forest schools literature in England. Education 3-13, 51(2), 320-336. https://doi.org/10.1080/03004279.2021.1971275 

Gregg, E. A., Kidd, L. R., Bekessy, S. A., Martin, J. K., Robinson, J. A., & Garrard, G. E. (2022). Ethical considerations for conservation messaging research and practice. People and Nature, 4(5), 1098-1112. 10.1002/pan3.10373

Harvey, D. J., Montgomery, L. N., Harvey, H., Hall, F., Gange, A. C., & Watling, D. (2020). Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children. Journal of Environmental Psychology, 67, 101381. https://doi.org/10.1016/j.jenvp.2019.101381 

Inoue, M., Elliott, S., Mitsuhashi, M., & Kido, H. (2019). Nature-based early childhood activities as environmental education?: A review of Japanese and Australian perspectives. Japanese Journal of Environmental Education, 28(4), 4_21-28. https://doi.org/10.5647/jsoee.28.4_21 

Johnstone, A., Martin, A., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., ... & McCrorie, P. (2022). Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review. International Journal Of Environmental Research And Public Health, 19(10), 5967. https://doi.org/10.3390/ijerph19105967 

Johnstone, A., McCrorie, P., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., ... & Martin, A. (2020). Nature-based early childhood education for child health, wellbeing and development: a mixed-methods systematic review protocol. Systematic Reviews, 9, 1-6. https://doi.org/10.1186/s13643-020-01489-1

Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers In Psychology, 10, 305. https://doi.org/10.3389/fpsyg.2019.00305 

Mann, J., Gray, T., Truong, S., Sahlberg, P., Bentsen, P., Passy, R., ... & Cowper, R. (2021). A systematic review protocol to identify the key benefits and efficacy of nature-based learning in outdoor educational settings. International Journal of Environmental Research and Public Health, 18(3), 1199. https://doi.org/10.3390/ijerph18031199 

Oh, Y. A., Lee, A. Y., An, K. J., & Park, S. A. (2020). Horticultural therapy program for improving the emotional well-being of elementary school students: An observational study. Integrative Medicine Research, 9(1), 37-41. https://doi.org/10.1016/j.imr.2020.01.007 

Robinson, J. M., & Barrable, A. (2023). Optimizing Early Childhood Educational Settings for Health Using Nature-Based Solutions: The Microbiome Aspect. Education Sciences, 13(2), 211. https://doi.org/10.3390/educsci13020211 

Rymanowicz, K., Hetherington, C., & Larm, B. (2020). Planting the Seeds for Nature-Based Learning: Impacts of a Farm-and Nature-Based Early Childhood Education Program. International Journal of Early Childhood Environmental Education, 8(1), 44-63. https://files.eric.ed.gov/fulltext/EJ1280494.pdf 

Shanahan, D. F., Astell– Burt, T., Barber, E. A., Brymer, E., Cox, D. T., Dean, J., ... & Gaston, K. J. (2019). Nature– based interventions for improving health and wellbeing: The purpose, the people and the outcomes. Sports, 7(6), 141. https://doi.org/10.3390/sports7060141 

Sobchuk, K., Connolly, S., & Sheehan, D. (2019). Exploring the literature on the benefits of nature and outdoor play and the role of play leaders. The Journal of the Health and Physical Education Council of the Alberta Teachers Association, 50(1), 36-45. https://www.hpec.ab.ca/uploads/files/RunnerVol50No1.pdf#page=38 

Sprague, N. L., & Ekenga, C. C. (2022). The impact of nature-based education on health-related quality of life among low-income youth: results from an intervention study. Journal of Public Health, 44(2), 394-401. https://doi.org/10.1093/pubmed/fdaa243 

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Tuffour, I. (2017). A critical overview of interpretative phenomenological analysis: A contemporary qualitative research approach. Journal Of Healthcare Communications, 2(4), 52. https://repository.uwl.ac.uk/id/eprint/4082/ 

Vella-Brodrick, D. A., & Gilowska, K. (2022). Effects of nature (greenspace) on cognitive functioning in school children and adolescents: A systematic review. Educational Psychology Review, 34(3), 1217-1254. https://doi.org/10.1007/s10648-022-09658-5 

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