A systematic literature review uses a systematic process to gather and critically analyze prior research studies relating to a specific research question. Systematic reviews make an important contribution to a field of study by providing a summary and assessment of different studies on a single topic. Research questions framing the following systematic reviews focused on links between NBL and positive outcomes for children during the early years. Results provide evidence of NBL supporting both early childhood development and environmental sustainability. Further research is needed to strengthen the evidence linking NBL and child development outcomes and to identify the dose and quality of nature needed to promote desired outcomes. 

Early childhood environmental education delivers multiple benefits for young learners

This systematic review of the early childhood environmental education (ECEE) literature found strong evidence of positive outcomes associated with ECEE programs. The most frequently reported outcomes related to environmental literacy, cognitive development, and social-emotional development. Other positive outcomes related to physical development and language and literacy development. Of the 66 studies included in this review, 32 focused on programs in North America (25 in U.S.; seven in Canada), 16 in Europe, 12 in Australia and New Zealand, and six in Asia.
Ardoin & Bowers, 2020. Early childhood environmental education: A systematic review of the research literature. 

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The contribution of nature play to child development and sustainability is extensive and rich

The 32 studies included in this systematic review of the literature reported a total of 98 positive child development outcomes of nature play.  When these outcomes were mapped to early childhood education for sustainability outcomes, nature play was determined to be a valid contributor to sustainability. Almost half of the studies (15) were from the United States, six from Canada, and less than five from five other countries (Turkey, United Kingdom, Australia, Greece, and China).
Ernst et al. 2021. Contributions to sustainability through young children’s nature play: A systematic review.

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Nature-based early childhood education may support children’s growth in multiple areas of social, emotional, and cognitive development

While the certainty of evidence was low, this review found consistent positive links between nature-based early childhood education and growth in self-regulation, nature relatedness, and play interaction. Possible pathways to the positive outcomes include more diversified play, increased creativity and imagination, and prosocial interactions with peers and teachers. A total of 36 studies representing 12 different countries were included in this review, with the U.S. being the most highly represented country.
Johnstone et al. 2022. Nature-based early childhood education and children’s social, emotional and cognitive development: A mixed-methods systematic review.

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Preschool teachers in Turkey believe that outdoor activities contribute to child development, yet generally hesitate taking children outside

Twenty qualitative studies were included in a systematic review and meta-synthesis of data focusing on outdoor activities and environments in early childhood education in Turkey. Findings indicate that both teachers and children appreciate the potential of the outdoors as a rich play and learning environment, yet teachers’ concerns about risks of injury and other issues limit their use of the outdoors.
Ozturk & Ozer, 2021. Outdoor play activities and outdoor environment of early childhood education in Turkey: A qualitative meta-synthesis.

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Comparison studies document observed differences and similarities between two or more subjects or groups. Comparison studies are not experimental, in that they do not subject one of the groups to a treatment, but rather observe a group that either by choice or circumstance has been subject to a treatment. The observations thus occur in more natural (versus contrived or experimental) settings. Observations in the following comparison studies focused on young children engaged in NBL and children not involved in NBL. Results in some areas of development — including play behaviors, scientific attitudes, and executive functioning — favored children engaged in nature-based learning.

Children attending nature preschools showed more enhanced peer play behaviors than children attending more traditional preschools

Four nature preschools and two non-nature preschools in the U.S. participated in a study investigating two components of school readiness: peer play interactions and learning behaviors. Nature preschool students showed positive gains over the year in peer play behaviors and on all dimensions of learning behaviors; non-nature preschool students showed growth only in one aspect of play behavior. Differences between the two groups in terms of play behaviors favored the nature preschool group.
Burgess & Ernst, 2020. Beyond traditional school readiness: How nature preschools help prepare children for academic success.

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Garden activities can promote preschool children’s scientific and nature-friendly attitudes

Preschoolers participating in a garden project in South Korea made significantly higher gains in scientific attitudes and nature-friendly attitudes than preschoolers not participating in the project. While in the garden, the participating group experienced self-directed and cooperative learning, engaged in the scientific process, demonstrated nature-friendly attitudes, and showed an increase in their sense of wonder.
Kim et al. 2020. The power of garden-based curriculum to promote scientific and nature-friendly attitudes in children through a cotton project.

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Nature preschools can be effective in promoting executive function skills, a critical component of school readiness

A study involving six high-quality preschools in the U.S. (four nature preschools and two non-nature preschools) found that nature and non-nature preschoolers grew in executive function skills beyond what would be expected from typically developing children. This research adds support to the growing literature on the benefits of nature preschools, and demonstrates that nature preschools can support aspects of school readiness as effectively as do traditional preschools.
Zamzow & Ernst, 2020. Supporting school readiness naturally: Exploring executive function growth in nature preschools.  

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Case study research involves observing, describing, and documenting details about a person, site, or program. Case studies are particularly helpful in answering questions about how or why things occur or work in real life contexts. The three case studies presented below demonstrate how positive growth in children’s play and learning behaviors relate to children’s engagement with affordances and/or the use of technology in natural environments. 

Preschool children find ways to use the affordances of an outdoor setting through different seasons and various weather conditions

This case study examined ways in which preschoolers in England used the affordances of an outdoor playspace in different seasons. The preschoolers — when given the choice — regularly played outside in all kinds of weather. Modifying and adapting resources and activities according to different weather conditions allowed the children to discover a new range of play and learning possibilities.
Elliott, 2021. Whether the weather be cold, or whether the weather be hot … children’s play preferences outdoors across a year in one private pre-school setting.

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Loose parts in an outdoor environment can enhance children’s play and promote their holistic development

For this case study, researchers in Wales observed and photographed preschool children over a two-year period as they used resources in an outdoor environment. Findings indicated that the children chose to engage with loose parts as a significant part of their play and that the diverse ways in which they used the loose parts promoted their cognitive, creative, and physical development.
Boulton & Thomas, 2022. How does play in the outdoors afford opportunities for schema development in young children?

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The use of iPads added to young children’s outdoor play, while also promoting their nature connectedness

Data collected over a 3-year period indicated that Canadian teachers — while initially concerned about young children’s use of electronic devices outdoors — came to appreciate the ways in which the technology inspired more physical activity, creativity, and nature connectedness.
McGlynn-Stewart, Maguire & Mogyorodi, 2020. Taking it outside: Engaging in active, creative, outdoor play with digital technology.

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A program evaluation involves the systematic collection of information about the activities, characteristics, and outcomes of programs. Most program evaluations are conducted to determine if — or to what extent — the program is achieving its stated purpose, and to identify ways to improve its effectiveness. The following program evaluation adds support to the idea that farm-based and nature-based preschool programs can be effective in supporting positive child development outcomes.

Farm-based preschools have the potential to promote positive change across multiple levels for children and families

Parent interviews and surveys were used to conduct an evaluation of Farm Sprouts, a farm-based and nature-based preschool program in the U.S. Parents felt that the program supported their young children’s development, positively impacted the family environment, and promoted increased connection to nature on a community level. Reported child development outcomes included improved skill and interest in engaging in conversations, and enhanced decision-making skills.
Rymanowicz, Hetherington, & Larn, 2020. Planting the seeds for nature-based learning: Impacts of a farm- and nature-based early childhood education program.

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Descriptive research is often used to describe the characteristics of a program or a population of people. Attempts to answer what, when, and how questions generally guide the descriptive research process. The studies in this section of the Digest are based on “How” questions and conclude with some recommendations based on the findings. 

Nature-trail activities can be used to promote inquiry-based science and math learning in young children

This paper describes how a group of pre-service early childhood teachers in the U.S. developed a set of nature trail activities geared toward pre-K to Grade 3 children. The paper also describes how these activities support not only Maine’s Early Learning and Development Standards but also the Next Generation Science Standards and Common Core Math Standards.
Lee & Bailie, 2020. Nature-based education: Using nature trails as a tool to promote inquiry-based science and math learning in young children. 

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One way teachers can support children’s interest in natural elements is to join them in their outdoor explorations

This study, involving four classes of Norwegian children (age 4 to 8), found that children’s interest in natural materials develops through stages. Teachers can support this interest by identifying the different stages, by having sufficient subject matter expertise, and by practicing social and cognitive congruence with the children.
Skalstad & Munkebye, 2022. How to support young children’s interest development during exploratory natural science activities in outdoor environments.

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