MRC/CSO Social and Public Health Sciences Unit

Impact of nature-based early learning and childcare settings on the health and wellbeing of children, families and communities

Nature-based Early Learning and Childcare settings, also known as forest kindergartens or nature preschool, are where children spend most of their time outdoors engaging with natural spaces (e.g. parks, forests) and elements. It is thought that this type of provision may provide the same, if not more, benefits beyond the ‘norm’ for children’s health and development. We know that exposure to nature through, for example, greenspaces or beaches, is important for a broad range of outcomes, such as increasing physical activity and improving mental health. However, less is known about the specific role of nature-based early learning and childcare on children’s physical, cognitive, social, emotional and cognitive development. By enhancing the evidence base in this area, we can build a greater understanding of the underlying mechanisms by which outcomes may improve. With a more robust evidence base, our long-term aim is to better inform national and international policy, planning, and practice, in turn optimising the experiences and outcomes of children, practitioners, and wider childcare settings.

Since beginning this research programme, we have undertaken several projects underpinned by our position that nature-based early learning and childcare sits within a wider and more complex system that influences children’s development. This approach is known as a whole systems approach and recognises the importance of multiple levels of influence on child health and well-being, including individual characteristics, social relationships, childcare, community-level factors, and policy. To understand how these different levels interconnect, we have developed a growing programme of work, with specific research questions reflecting these complex relationships on the health and wellbeing of children, their families, childcare staff, and the wider community.

In general, we subscribe to the idea that we need to i) understand what it is and how it is delivered; ii) what health and wellbeing outcomes are potentially influenced by it; iii) understand what works, how, for whom, in what circumstances, and to what extent; and iv) support the decision makers, early learning and childcare centres, and practitioners to optimise their current models of delivery.

Findings thus far have contributed to the growing evidence base on nature-based early learning childcare, as well as supporting policy and practice in this area.

Impact

Over a short period of time, our nature-based early learning and childcare research has amassed ten publications, presentations at international conferences, knowledge exchange events, and public engagement opportunities.