About this paper symposium

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Panel information
Panel 8. Education, Schooling

Paper #1
Science in Play: Exploring Play-Based Science Learning Across Different Preschool
Author information	Role
Kathleen Mahoney, University of Massachussetts Amhers	Presenting author
Abstract
This mixed method convergent survey design study looks at preschool educators' attitudes, beliefs, practices, and pedagogies of play-based science learning across four major preschool models, public, Head Start, private, and forest preschools. Across a sample of 102 preschool educators representing schools from more than 25 states, data was gathered to support the overarching research question: What is play-based science learning and how do educators’ perceptions, practices, and attitudes compare among early childhood learning models (i.e., public, Head Start, private, and forest preschools)? Qualitative and quantitative methods were used to collect empirical data that help to understand how preschool educators include play-based science learning, the challenges they identify when enacting play-based science learning, and how this compares across learning models. Most participants across all models indicated that they incorporated play-based science learning into their teaching. However, the data showed differences in educator attitudes and ways they enact play-based science experiences across the different models. The data revealed that most educators define early childhood science as learning about the world around us. When educators were asked if they experienced any challenges with implementing play-based science experiences in their classrooms, forest preschool educators were unique in that they reported not having any challenges. Whereas fifty percent of the private, public, and Head Start educators reported that they do not have the time and resources to learn about science. When you combine this with the definition of science provided by the participants, the public, private, and Head Start educators are saying they do not have the time and resources to learn about the world around them. Results from this study bring to light the need to develop play-based science learning as a construct to increase science and play opportunities in all preschool classrooms.

Paper #2
Academic Outcomes from Nature-based Kindergarten and First Grade Classrooms
Author information	Role
Dr. Arianna Pikus, Texas A&M University, United States	Presenting author
Lori E. Skibbe, Michigan State University, USA	Non-presenting author
Abstract
Introduction/Hypothesis. Nature-based education is a growing educational practice in the United States, with approximately 600 nature-based early childhood programs in at least 48 states the US (NAAEE, 2020). Spending time outdoors has been associated with numerous socioemotional and physical benefits for children (Fjortoft, 2001; McCurdy et al., 2010), however the extent to which these programs support children’s academic goals has yet to be determined. This study examines growth in literacy and numeracy skills for children attending nature-based kindergarten and first grade, compared to those in more traditional classrooms. We hypothesize children will gain literacy and numeracy skills at similar rates in both types of programs. Study Population. Students from three elementary schools, all part of the same school district in a Midwestern state. Two of the schools used a nature-based curriculum, while the remaining school utilized a traditional curriculum. A total of 216 kindergarten children (n = 164 nature-based, 52 traditional), and 269 first grade children (n = 157 nature-based, 112 traditional) were used for analysis. Approximately eighty-five percent of the students in this sample identified as White/Caucasian, with English being the primary language spoken (82%). Due to the high percentage of students who receive free or reduced lunch (approximately 43% of kindergarteners and 55% of first graders), this variable was added as a covariate in the analysis to account for differences due to socio-economic status. Methods. The school district utilized the Aimsweb Plus assessment system to measure performance and growth in all its students in K-8 classrooms. Children were given assessments in the fall and spring of each year. Kindergarteners received the following subtests: Letter Naming Fluency, Letter Word Sounds Fluency, Auditory Vocabulary, Number Naming Fluency, Quantity Total Fluency, and Concepts and Applications. First graders received the following subtests: Oral Reading Fluency, Word Reading Fluency, Auditory Vocabulary, Math Facts Fluency - 1 Digit, Number Comparison Fluency, and Concepts and Applications. Results. Children in nature-based kindergarten classrooms demonstrated similar achievement on letter name fluency (F(1, 192)=1.20, p = .30), letter word sound fluency (F(1, 192)=3.65, p = .06), and auditory vocabulary (F(1, 189)=0.82, p = .37) assessments. Children in both the nature-based and traditional kindergarten classrooms showed similar growth in number naming fluency (F(1, 194)=1.70, p = .19) and total quantity fluency (F(1, 192)=0.06, p = .81). However, children in the traditional kindergarten classrooms demonstrated statistically significant greater gains on the concepts and applications assessment (F(1, 193)=6.98, p = .01). Children who attended nature-based first grade programs showed equivalent growth in oral reading fluency (F(1, 229)=1.01, p = .32), word reading fluency (F(1, 175)=0.21, p = .65), and auditory vocabulary (F(1, 177)=0.32, p = .57). Children in both the nature-based and traditional first grade classrooms showed similar growth in math fact fluency (F(1, 226)=0.01, p = .96) and number comparison fluency (F(1, 226)=0.01, p = .91). However, children in the traditional first grade classrooms had statistically significant greater gains on the concepts and applications assessment (F(1, 226)=4.61, p = .03).

Paper #3
The Social Roots of Child-Nature Connectedness: Examining Social Influences in an Outdoor Preschool
Author information	Role
Stacey Marie Alfonso, M.Ed., University of Washington	Presenting author
Abstract
Research Introduction and Framing: An extensive body of research has identified nature exposure as providing abundant benefits to young children’s healthy growth and development (Merrick, 2019), including social-emotional skills (O’Brien & Murray, 2007; Scott et al., 2018). While the causality is still being investigated, nature-connectedness has been shown to be a strong mediator between nature exposure and the positive health and developmental benefits (Arola et al., 2023; Mayer et al., 2009), while being particularly meaningful for a young child’s wellbeing and prosocial skills (Barrable, 2019; Humphreys & Blenkinsop, 2018; Pirchio et al., 2021). While much research has focused on children's individual experiences in nature (Cudworth, 2021; Harris, 2021; Linzmayer & Halpenny, 2014), this study explores how social interactions and shared experiences influence child-nature connectedness. Part of a larger study seeking to understand how nature-connectedness forms, this paper specifically examines child-nature connectedness through social processes, and in turn, the social-emotional growth that emerges from peer interactions and time together in nature. Study Population: The study was conducted at an all-outdoor preschool in the Pacific Northwest. The preschool embraces a nature-based pedagogy, providing opportunities for children to be immersed in natural environments on a daily basis as well as working with nature as their curricular guidance. Human participants included 12 children who were observed over the course of a full 2023-24 academic year, and an additional one student who joined the group in February 2024. Methods: Using an ethnographic approach, I employed participant observation, field notes, video recordings, and photographs to document the dynamic child-nature-child encounters. Data collection took place from September 2023 through June 2024. Analysis for this paper, focused on the convergence of children’s social interactions and nature engagement, examining empathy, care, collaboration, and emotional self-regulation. Results: Preliminary findings indicate that child-nature connectedness was often facilitated through peer interactions, where shared excitement and collaborative exploration were central. For example, group encounters with natural elements, such as insects, plants, or rain, created opportunities for children to engage in shared wonder, communicate discoveries, exchange knowledge, and celebrate accomplishments. These shared experiences appeared to deepen emotional bonds between peers, while also promoting empathy toward living organisms and the environment. In terms of social-emotional benefits, children demonstrated key moments of emotional regulation during nature-based play, with nature serving as a soothing and grounding influence. Furthermore, collaborative activities in nature fostered children’s capacity for cooperation, as they worked together to solve problems, navigate challenges, or explore new terrain. Moments of shared discovery were also linked to empathy, with children showing care for both their peers and the natural world. Conclusion: This study highlights the social dimension of child-nature connectedness, showing that peer interactions and shared experiences in nature support both nature-connectedness and social-emotional development. By promoting cooperation, emotional regulation, and empathy, nature-based settings enhance children's well-being and offer a unique pathway for holistic development in early childhood. These findings emphasize the importance of incorporating socially engaging, nature-based experiences into early education to foster environmental stewardship and essential social-emotional skills.

Paper #4
Associations among Parental Science and Nature Beliefs, Language Reciprocity & Child Physical Activity and Inhibitory Control
Author information	Role
Dr. Sarah Pedonti, Ph.D., Western Carolina University, United States	Presenting author
Claire Wofford, Western Carolina University, United States	Non-presenting author
Alleyne Broomell, Western Carolina University, United States	Non-presenting author
Cathy Grist, Western Carolina University, United States	Non-presenting author
Myra Watson, Western Carolina University, United States	Non-presenting author
Abstract
Outdoor early learning environments may promote a variety of cognitive and non-cognitive outcomes (Cameron-Faulkner et al., 2018; Novikova et al., 2023; Rosiek et al., 2022; Towe-Goodman et al., 2024). They also may be more accessible (Wen et al., 2013; Vernon-Feagans et al., 2013) and ecologically valid (Eason et al., 2023) early learning contexts for rural families. However, associations between outdoor environments and children’s outcomes have primarily been explored in large observational epidemiologic studies. Less work has observed families in naturalistic outdoor settings. To address this gap, we conducted an underpowered exploratory study (n=18) in which diverse caregiver-child dyads’ language interactions and physical activity were captured via digital language recorders, GoPros, and accelerometers during an outdoor hike. Caregiver demographics, attitudes towards nature and science anxiety were self-reported pre-hike, and children’s inhibitory control was measured post-hike. We expected caregiver quantity and reciprocity of language to be linked to demographic characteristics, caregiver’s attitudes towards nature, children’s rates of physical activity, and their executive function. We also hypothesized a potential trend where physical activity moderated the relationship between executive function and language. The study included 18 caregiver-child dyads (Parent Mage= 35, Child Mage= 5.5 years) recruited through parent social media forums for a mid-size city located within a rural Appalachian region. 45% of the dyads resided in rural zip codes outside of the city, 33% were black, indigenous, or people of color, 41% were bilingual, and 10% of caregivers were male. Family income ranged from $20,000-200,000 a year. Dyads were outfitted with accelerometers and chest-mounted GoPros. Caregivers completed a pre-hike demographic and beliefs survey (PAN & PACORS, McFarland et al., 2011). Children wore Language Environment Analysis (LENA) recorders, which count words (or quanity, Hart & Risley, 1995) and conversational turns (or reciprocity, Gilkerson & Richards, 2009). wGT3X-BT accelerometers were worn on the right hip and analyzed with ActiLife 6 software according to Pate et al., (2006) for children and Freedson (1998) for adults. The inhibitory control tasks of the EFtouch executive functioning battery (Willoughy et al., 2010) were completed by children post-hike. Multiple imputation by chained equations was performed for missing data (see McNeish, 2016). Demographic analyses reveal positive associations between caregiver attitudes towards children’s time in nature and household income (r=.47, p <.05), and negative associations between caregiver science anxiety and caregiver attitudes towards children’s time in nature (r= -.45, p< .05). Caregiver science anxiety was negatively associated with conversational turns (r= -.63, p<.01). Child steps were positively associated with conversational turns (r=.44, p<.05). There were not significant associations between any of the inhibitory control subtasks and other variables, but an interaction model predicting children’s spatial conflict task performance from conversational turns and steps was positive and significant (B=1.09, p<.001) as was their go/no-go performance from the same predictors (B=.98, p<.05), when controlling for relevant covariates. Although preliminary and with a small sample, results indicate the importance of considering how parental beliefs and attitudes are associated with language, physical activity and child executive functioning during time outdoors.

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