Nature-Based Learning Interventions and Their Impact on Early Childhood: A Scoping Review

Abstract

Background:

Nature-Based Learning is a growing approach in education. However, the intervention-base of empirical research has not been reviewed to give future researchers the direction for appropriate actions. The rationale for this scoping review is embedded in the fact that nature-based learning interventions are very much adopted in many countries of the world and the review of their findings in the empirical research can guide educational psychologists to install the same practices in the other countries of the world. In past, some reviews are done on nature-based learning but not specifically on interventions’ effectiveness early years and not very recently.

Objective:

The aim of this scoping review is to summarize and disseminate the widespread international investigation into Nature-Based Learning interventions and its impact on early childhood.

Inclusion Criteria

All those original research studies, that reported the account of interventions done earlier or during research on children aged two-nine years, were part of this review. The major concepts that were kept in mind while selecting the studies were nature-based learning/nature-based education/outdoor learning and educational outcomes. Studies from all over the world were a part of the inclusion criteria.

Methodology

Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for scoping review (PRISMA-ScR) Criteria were used to conduct the literature review of the effects of nature-based learning interventions on educational and developmental outcomes in early years. The scoping review searched for studies across Google Scholar which measure the educational and developmental outcomes of Nature-Based Learning interventions, with a focus on early childhood care and educational settings. Using the inclusion criteria set out in this paper, relevant studies were identified then summarized to provide a synthesis of the current literature on Nature-Based Learning intervention. Just to keep it to recent years, the search was conducted for articles since January 2017 to date and for primary research studies (review articles were excluded). For the identification of the articles Google Scholar was repeatedly approached with different keywords combination so that the maximum articles could be identified. Once the articles were identified, repeated articles were deleted from the search. Then the inclusion criteria was applied for the eligible articles then those only were reviewed and data extraction was done. Once the basic data was extracted, then the same was analyzed and presented in the tables and organizational charts. 

Results

The results of this review depicted that the nature-based learning is inevitable for child’s holistic development that include academic achievement, psychological well-being and towards stewardship. Anecdotal evidence and formal research suggest the significant educational outcomes are received out of nature connection. Offering low-cost, non-invasive pedagogical solutions to educational challenges—particularly around academic achievement, personal development and stewardship–the educational outcomes of Nature-Based Learning in early years are yet to be fully articulated.

There are number of interventions for installing nature-based learning in early years that proved to be effective as those were successful in bringing out positive learning and educational outcomes such as nature walk, setting up nature pre-schools, apprenticeship of school to zoo or forest side or park. 

Conclusions

The scoping review provides insights for educational psychologists, curriculum developers, teacher-training institutions, educational policy makers, and frontline teachers to improve the learning experiences of future students. 

Implications for research: this review showed a very positive outcome of nature-based learning interventions of the educational outcomes of early learners even longitudinal studies have shown residual effects of these interventions on adults. So in light of these findings, more research should be done in other countries as researches were mostly from the developed countries.  

Implications for practice: the findings revealed strong evidences for the effectiveness of nature-based learning interventions so educational psychologists and curriculum developers should started proposing nature-based interventions as a compulsory feature of education system so that holistic development of children could be ensured.