Beyond Traditional School Readiness: How Nature Preschools Help Prepare Children for Academic Success

Autor/inn/en	Burgess, Eva; Ernst, Julie
Titel	Beyond Traditional School Readiness: How Nature Preschools Help Prepare Children for Academic Success
Quelle	In: International Journal of Early Childhood Environmental Education, 7 (2020) 2, S.17-33 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-0464
Schlagwörter	Preschool Education; School Readiness; Outdoor Education; Natural Resources; Child Development; Play; Program Effectiveness; Student Behavior; Interaction; Peer Relationship; Preschool Children; Kindergarten; Parent Attitudes; Teacher Attitudes; Minnesota + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Readiness for school; School ability; Schulreife; Freiluftunterricht; Natural Ressource; Natürliche Ressource; Kindesentwicklung; Spiel; Student behaviour; Schülerverhalten; Interaktion; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Elternverhalten; Lehrerverhalten
Abstract	Increasing demands of accountability and academic readiness across U.S. preschools are often accompanied by decreased play and time outdoors during the school day. The nature preschool movement, grounded in a desire to foster connection to the natural world while also supporting important developmental processes and school readiness, counteracts this trend by simultaneously emphasizing outdoor play and preparing children for success in kindergarten and beyond. This study utilized the "Penn Interactive Peer Play Scale" and "Preschool Learning Behaviors Scale" to quantitatively explore the influence of nature preschools on peer play interactions and learning behavior, both of which contribute to young children's academic readiness. Results indicated that nature preschools may be having a significant positive influence on peer play behaviors in both the preschool and home setting, as well as on all dimensions of learning behaviors. Implications for further research and practice are discussed. (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	2024/1/01