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ERIC Number: EJ1225659
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISSN: EISSN-2331-0464
Nature-Based Education and Kindergarten Readiness: Nature-Based and Traditional Preschoolers Are Equally Prepared for Kindergarten
Cordiano, Tori S.; Lee, Alexis; Wilt, Joshua; Elszasz, Audrey; Damour, Lisa K.; Russ, Sandra W.
International Journal of Early Childhood Environmental Education, v6 n3 p18-36 Sum 2019
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.
North American Association for Environmnental Education. 1725 DeSales Street NW, Washington, DC 20036. Tel: 202-419-0412; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio (Cleveland)
Identifiers - Assessments and Surveys: Preschool and Kindergarten Behavior Scales
Grant or Contract Numbers: N/A