東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

What about the Impact of Outdoor Quality? The Unique Associations between Outdoor Quality and Preschool Children's Cognitive and Social Skills.

Record Type:	Electronic resources : Monograph/item
Title/Author:	What about the Impact of Outdoor Quality? The Unique Associations between Outdoor Quality and Preschool Children's Cognitive and Social Skills./
Author:	Rodrigues, Blenda Luize Chor.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	104 p.
Notes:	Source: Masters Abstracts International, Volume: 83-01.
Contained By:	Masters Abstracts International83-01.
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28411814
ISBN:	9798516911453

What about the Impact of Outdoor Quality? The Unique Associations between Outdoor Quality and Preschool Children's Cognitive and Social Skills.
Rodrigues, Blenda Luize Chor.

What about the Impact of Outdoor Quality? The Unique Associations between Outdoor Quality and Preschool Children's Cognitive and Social Skills. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 104 p.

Source: Masters Abstracts International, Volume: 83-01.

Thesis (M.S.)--The University of North Carolina at Greensboro, 2021.

This item must not be sold to any third party vendors.

Early childhood education quality is an increasingly important area of investigation as many studies have pointed to long-term relationships between childcare quality and children's outcomes, including social and cognitive skills (Lin & Magnuson, 2018; Sammons et al, 2015; Hestenes et al., 2014; Peisner‐Feinberg et al., 2003). More recently, outdoor environments have become another piece of the quality puzzle. Past research highlights associations between childcare outdoor environment design and physical characteristics and young children's physical, social, cognitive, and emotional development (Kemple et al., 2016; Li et al., 2016; Ludwig & Rauch, 2018). However, fewer studies have analyzed specifically the extent to which outdoor environment quality relates to young children's outcomes. Moreover, most of these studies remain atheoretical and conducted in other countries. The present study investigated how quality in outdoor learning environments contributed above and beyond classroom global quality to impact preschoolers' cognitive and social skills utilizing Bronfenbrenner and Morris' (2006) bioecological theory, Gibson's (1979) affordance theory, and Kaplan's (1995) attention restoration theory. The study included a randomized sample of 92 licensed childcare programs and 405 preschool children located across North Carolina, United States. POEMS (DeBord et al., 2005) and ECERS-R (Harms et al., 2005) were utilized to measure outdoor quality and classroom quality, respectively. A Natural Elements subscale, derived from POEMS items, specifically assessed the presence of natural elements in the outdoor settings. Children's scores on the FIST (Jacques & Zelazo, 2001) assessment of executive functioning served as a measure of cognitive outcomes, while preschoolers' social skills were measured using both a direct conceptual perspective taking task (Taylor, 1988), and teacher ratings using the SSIS (Gresham & Elliott, 2008) Social Skills and Problem Behaviors subscales. Multilevel analyses showed that outdoor environment quality in childcare settings predicted children's abstraction and flexible thinking above and beyond classroom global levels of quality. In addition, correlation analyses revealed an association between children's participation in outdoor environments with more natural elements and fewer behavior problems as rated by their teachers. Future research on the potential of childcare outdoor environments to support young children's development might benefit from utilizing longitudinal designs and ecological theories of human development that shed light on the interactions occurring between individuals and context and the mutual effect of these elements in producing change over time.

ISBN: 9798516911453Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Childcare

What about the Impact of Outdoor Quality? The Unique Associations between Outdoor Quality and Preschool Children's Cognitive and Social Skills.
LDR:04022nmm a2200397 4500 001 2345360
005 20230119153229.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798516911453
035 $a (MiAaPQ)AAI28411814
035 $a AAI28411814
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rodrigues, Blenda Luize Chor. $0 (orcid)0000-0002-9447-4447 $3 3684281
245 1 0 $a What about the Impact of Outdoor Quality? The Unique Associations between Outdoor Quality and Preschool Children's Cognitive and Social Skills.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 104 p.
500 $a Source: Masters Abstracts International, Volume: 83-01.
500 $a Advisor: Hestenes, Linda Lott.
502 $a Thesis (M.S.)--The University of North Carolina at Greensboro, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Early childhood education quality is an increasingly important area of investigation as many studies have pointed to long-term relationships between childcare quality and children's outcomes, including social and cognitive skills (Lin & Magnuson, 2018; Sammons et al, 2015; Hestenes et al., 2014; Peisner‐Feinberg et al., 2003). More recently, outdoor environments have become another piece of the quality puzzle. Past research highlights associations between childcare outdoor environment design and physical characteristics and young children's physical, social, cognitive, and emotional development (Kemple et al., 2016; Li et al., 2016; Ludwig & Rauch, 2018). However, fewer studies have analyzed specifically the extent to which outdoor environment quality relates to young children's outcomes. Moreover, most of these studies remain atheoretical and conducted in other countries. The present study investigated how quality in outdoor learning environments contributed above and beyond classroom global quality to impact preschoolers' cognitive and social skills utilizing Bronfenbrenner and Morris' (2006) bioecological theory, Gibson's (1979) affordance theory, and Kaplan's (1995) attention restoration theory. The study included a randomized sample of 92 licensed childcare programs and 405 preschool children located across North Carolina, United States. POEMS (DeBord et al., 2005) and ECERS-R (Harms et al., 2005) were utilized to measure outdoor quality and classroom quality, respectively. A Natural Elements subscale, derived from POEMS items, specifically assessed the presence of natural elements in the outdoor settings. Children's scores on the FIST (Jacques & Zelazo, 2001) assessment of executive functioning served as a measure of cognitive outcomes, while preschoolers' social skills were measured using both a direct conceptual perspective taking task (Taylor, 1988), and teacher ratings using the SSIS (Gresham & Elliott, 2008) Social Skills and Problem Behaviors subscales. Multilevel analyses showed that outdoor environment quality in childcare settings predicted children's abstraction and flexible thinking above and beyond classroom global levels of quality. In addition, correlation analyses revealed an association between children's participation in outdoor environments with more natural elements and fewer behavior problems as rated by their teachers. Future research on the potential of childcare outdoor environments to support young children's development might benefit from utilizing longitudinal designs and ecological theories of human development that shed light on the interactions occurring between individuals and context and the mutual effect of these elements in producing change over time.
590 $a School code: 0154.
650 4 $a Early childhood education. $3 518817
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Education. $3 516579
650 4 $a Landscape architecture. $3 541842
650 4 $a Developmental psychology. $3 516948
653 $a Childcare
653 $a Cognitive development
653 $a Social development
653 $a Playgrounds
653 $a Outdoor learning environments
690 $a 0518
690 $a 0288
690 $a 0515
690 $a 0620
690 $a 0390
710 2 $a The University of North Carolina at Greensboro. $b School of Health and Human Sciences: Human Development and Family Studies. $3 3176252
773 0 $t Masters Abstracts International $g 83-01.
790 $a 0154
791 $a M.S.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28411814