Strengthening the pedagogical use of the outdoor area at nature-based daycare centers: An intervention study

Abstract

Nature-based daycare centers offer young children valuable opportunities to establish a meaningful connection with the natural world. These opportunities frequently remain underrealized as caregivers often lack adequate skills in effectively integrating the natural environment into their daily pedagogical practices. This study evaluated the impact of a one-year Community of Practice training program to enhance the pedagogical use of the outdoor area of nature-based daycare centers. It examined the impact of the program on children’s stress levels, wellbeing, involvement, and behavior in the outdoor area, among a total sample of 133 children aged 0–4 years. The program aimed at strengthening caregivers’ pedagogical interaction skills in the outdoor area with a focus on vulnerable groups including the youngest and oldest children and boys. Measures of children’s hair cortisol, and observations of wellbeing, involvement, physical activity, social behavior and play behavior during free play in the natural outdoor playground were collected post-program at 6 intervention and 7 control locations. Results indicate positive impacts of the program for boys in terms of their stress levels, wellbeing, involvement, physical activity, and creative play behavior. Youngest children at interventions showed more functional play behavior, while the oldest children showed more creative play. Children at locations with a high-quality outdoor area seemed to benefit more from the intervention than children at locations with a low-quality outdoor area. These findings underscore the importance of the pedagogical use of the outdoor natural area as a contributor to the effectiveness of nature-based daycare, alongside considerations of environmental qualities.