Nature contact at school: The impact of an outdoor classroom on children’s well-being.
Nature contact facilitates healthy child development and a disconnect with nature presents potential health risks. This study was designed to test a nature intervention at an elementary school among children. An experimental crossover design was implemented over six weeks; two teachers taught their...
| Published in: | International Journal of Environmental Health Research Vol. 28; no. 6; pp. 653 - 667 |
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| Main Authors: | , , , , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Taylor & Francis Ltd
Dec2018
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=131974979&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 131974979 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09603123 57L jtl: International Journal of Environmental Health Research issn: 09603123 maglogo: Y pubinfo: dt: Dec2018 vid: 28 iid: 6 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 131974979 131974979 131974979 10.1080/09603123.2018.1502415 131974979 ppf: 653 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Nature contact at school: The impact of an outdoor classroom on children’s well-being. aug: au: Largo-Wight, Erin Guardino, Caroline Wludyka, Peter S. Hall, Katrina W. Wight, Jeff T. Merten, Julie W. affil: Department of Public Health, Brooks College of Health, University of North Florida, Jacksonville, Florida, USA sug: subj: Natural Environment Schools Learning Environment Psychosocial Factors Psychological Well-Being Human Child Schools, Elementary Crossover Design Teachers Teaching Methods Child Behavior Descriptive Statistics Task Performance and Analysis Happiness Child: 6-12 years ab: Nature contact facilitates healthy child development and a disconnect with nature presents potential health risks. This study was designed to test a nature intervention at an elementary school among children. An experimental crossover design was implemented over six weeks; two teachers taught their respective kindergarten classes the daily language arts lesson in either the control (indoor classroom) or nature treatment (outdoor classroom) conditions. Child well-being measures were compared in the two conditions. Teachers’ redirections of child behavior were significantly fewer in the nature condition (t = 2.49, p < 0.05) compared to the control. Also, fewer children were off task in the nature condition on average. There were mixed well-being results; children reported no significance difference in happiness in the two conditions, but teachers reported modest benefit in child well-being in the nature condition. The outdoor classroom is a promising method for increasing nature contact and promoting student well-being. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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