The 2022 study Executive function in early childhood: Harnessing the potential of nature-based practices to elevate and equalize outcomes compared preschoolers’ executive functioning growth in nature-based, blended (some nature-based practices), and traditional Minnesota Head Start classes. Executive functioning relates to goal-directed behavior, including helping children stay focused, see different perspectives, resist impulses, be flexible, and delay gratification. Preschoolers in both nature-based and blended classes had significantly greater improvements in executive function through the school year than children in traditional classes.
These results align with a 2021 study on preschoolers’ resilience – Comparing the Impact of Nature, Blended, and Traditional Preschools on Children’s Resilience: Some Nature May Be Better Than None. This study also compared nature-based, blended, and traditional Minnesota public preschool programs. They found that blended classes significantly supported preschoolers’ growth in self-regulation (ability to express emotions and successfully manage behavior), attachment (ability to promote and maintain mutual, positive relationships or connections with other students and adults), and the total protective factors overall compared to traditional classes. Here again, nature-based programs did not lead to even stronger outcomes than blended programs.
The study states, “Thus, when goals for young children include fostering the protective factors children can draw upon in times of adversity, the incorporation of nature-based practices and experiences into preschool programming appears to be an effective approach.”
