Supporting Young Children's Self-Regulation Through Nature-Based Practices in Preschool

Overview

Journal Behav Sci (Basel)

Date 2024 Nov 27

PMID 39594313

Authors

Julie Ernst

Hannah Stelley

Affiliations

Soon will be listed here.

Abstract

Self-regulation is a crucial skill in early childhood, due to its influence on school readiness and success, as well as its foundational role in promoting wellbeing across the lifespan. Additionally, self-regulation is malleable, particularly during early childhood. This study investigated the impact of nature-based practices on preschoolers' self-regulation. The Preschool Self-Regulation Assessment (PSRA) and PSRA Assessor Report were administered to 115 children from nine preschool programs at the beginning and end of the school year. While further research is needed, results suggest the potential for nature-based practices to support SR, in particular hot executive function, and particularly in children from lower socio-economic backgrounds in public preschool. This study contributes to the literature regarding effective practices for supporting self-regulation development in young children and adds to the growing body of research surrounding the impact of nature play on child development and school readiness.

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