THE EFFECTIVENESS OF NATURE-BASED LEARNING IN PROMOTING PHYSICAL, COGNITIVE, AND EMOTIONAL DEVELOPMENT IN YOUNG CHILDREN: A CASE STUDY IN CHINA

Abstract

The present study aims to explore the effectiveness of nature-based  learning in promoting physical, cognitive, and emotional development in young  children. A mixed-methods approach was utilised, including quantitative and  qualitative data collection and analysis. The study was conducted in a sample of  20 early childhood education centres located in urban and rural areas in China.  Data was collected through observations, interviews with teachers and  caregivers, and assessments of the children's physical, cognitive, and emotional  development. The results of the study showed that nature-based learning was  significantly associated with improved physical development, as children who participated in nature-based learning activities demonstrated higher levels of  gross motor skills and outdoor physical activity compared to those who did not  participate in these types of activities. Additionally, nature-based learning was  found to have a positive impact on cognitive development, as children who participated in these activities demonstrated higher levels of problem-solving and  critical-thinking skills. Finally, nature-based learning was also associated with  improved emotional development, as children who participated in these activities  demonstrated higher levels of self-regulation and social skills. Overall, the  findings of this study suggest that nature-based learning can be an effective  approach to supporting the physical, cognitive, and emotional development of  young children. Further research is needed to replicate these findings and to  examine the potential mechanisms underlying the positive effects of nature-based  learning on child development.