Self-regulation gains in kindergarten related to frequency of green schoolyard use

Abstract

Self-regulation in early childhood is linked with later academic success and general well-being. Therefore, there is great interest in supporting its development. Exposure to nature has been linked with many positive outcomes, including enhanced attentional functioning, which may be an underlying resource in self-regulation. Employing a quasi-experimental design, we examined the relationship between exposure to green schoolyards and Kindergarten students' self-regulation after a one-semester intervention. One study was conducted during the winter/spring semester and included 135 students (mean age baseline = 5.0) within three schools. The other study took place during the fall and included 250 students (mean age baseline = 4.3) within six schools. Two classes at each school were assigned to engage in curriculum in greenspaces at a prescribed rate – one at a Low Frequency (once weekly), and one at a High Frequency (daily). Students' self-regulation was measured at baseline and the end of the intervention using a standardized performance measure (Head-Toes-Knees-Shoulders Task) and educator rating scale (Child Behavior Rating Scale). Generally, girls in classes engaging in curriculum in greenspaces daily scored higher on measures of self-regulation post-intervention, controlling for baseline scores, than did girls engaging at a low frequency. Furthermore, students who spent more minutes in greenspaces weekly tended to score higher post-intervention, although this relationship was more consistent for girls than boys. Results suggest that green schoolyards support children's self-regulation development, and the higher the frequency of visits, and the more minutes weekly, the greater the gains.