CITATION: Faber T. A., & Kuo, F. E. (2009). Children with attention deficits concentrate better after walk in the park. Journal of Attention Disorders, 12(5), 402–409. LINKGOAL: The following research looked into possible effects of children with ADHD being exposure to several different environments.**Attention Restoration Theory (ART): individuals who are in contact with natural environment feel a sense of rejuvenation. HYPOTHESIS: Although not clearly stated within the paper, it can be assumed the hypothesis of this study is that when participants are exposed to the natural environment, there will be significant and positive improvements on their concentration (as determined by Digit Span Backwards [DSB] scores).PARTICIPANTS: The participant pool was comprised of seventeen children ages 7-12. All participants were professionally diagnosed with ADD (six children) or ADHD (ten children). The gender split was not even (15 identified as male, while only 2 identified as female), it is reflective of the ratio of males to females in the general population is reported to be 4:1. Additionally, there was almost an even split between children with a comorbid disorder and ones with none (44% with, 56% without). Children were each exposed to three environments on separate occasions: a park, downtown, and residential scenes. At each setting, the participants spent twenty minutes walking quietly. Afterwards, they were brought to the location of where they would be tested on their concentration levels and impulsivity control. RESULTS: As expected by the authors, exposure to the natural park setting show more significant results from the other two environments. The downtown and residential scenarios did not differ from each other. These two settings were not rated significantly effective, whereas the park was rated by participants was more relaxing and fun. In terms of concentration, children had significantly better concentration after the park when compared to the other settings. When looking as DSB performance, exposure to the park environment was 6/10 of a digit better (for downtown condition) and 7/10 of a digit better (residential condition). The researchers note these findings are about as equal of an effect as the peak effects that can be seen in two medications typically prescribed to children with ADHD.In terms of how these results can be applied to school settings, the researchers have provided their thoughts. They first state that schools can invest in placing natural elements into school areas, such as a schoolyard. Access to nature and the outdoors should be provided during recess time, gym class, and lessons pertaining to the environment. It's possible that providing natural settings indoors can even trigger attention restoration to occur. As long as it mimics what an outdoor/natural space has (i.e., tranquility, quiet, plants), it will produce the same or similar effects.
CITATION: Pfeifer, E., Fiedler, H., & Wittmann, M. (2020). Increased relaxation and present orientation after a period of silence in a natural surrounding. Nordic Journal of Music Therapy, 29(1), 75-92. LINKGOAL: The goal of the following study was to analyze whether being exposed to moments of silence will have varying effectiveness depending on if an individual is indoors or outside. Additionally, the researchers looked into how the two environmental conditions affect participants' levels of calmness and boredom, as well as their reported perceptions of themselves and time.PARTICIPANTS: A total of 46 participants were included in the pool. They were university students at an institution in Germany. The majority of them identified as women (42), but there were men included as well (4). They were exposed to both conditions (indoors and outdoors), where they would remain in silence for a period of 6 minutes and 30 seconds. The time they were sitting in silence was not made known to the groups. RESULTS: For participants who were in the outdoors condition showed significant results in comparison to the indoors condition. First, those who were outside, participants showed less boredom and more relaxation. Although this was reported to happen in the indoors condition as well, the levels were higher for the outdoors group. These levels of relaxation correlated positively with decreased awareness of time. Next, participants who were in silence outside experienced more of being in the present moment and not thinking about the past.
CITATION: Auerbach, C., & Delport, A. (2018). Developing mindfulness in children through participation in music activities. South African Journal of Childhood Education, 8(1). LINKGOAL: The aim of this research was to aid 11-14 year old children with developing mindfulness skills through active engagement in musical activities. More specially, they looked into how consistent involvement in these musical activities can encourage mindfulness practices.HYPOTHESIS: Even though one was not clearly stated, the researchers write that it was hoped that the participants would show signs of gradual improvement surrounding their understanding of mindfulness if they regularly practiced the exercises every week over a span of 10 months.PARTICIPANTS: The pool was comprised of 12 children in the Southern Cape area; this is an impoverished location where issues such as drug/substance abuse and unstable families are prevalent. One of the authors worked with the group, which had both male and female participants between ages 11 and 14, over a span of 10 months. The purpose of the activities presented to the group were to help form better listening skills -- and important aspect of mindfulness and being aware/present. RESULTS: A number of results are derived from this study. First, we saw an enhancement of awareness of oneself and others. In terms of self-awareness, the exercises aided the participants with their attentiveness and focus and ultimately, a state of calm. For awareness of others, the activities fostered a space of social inclusion and sense of togetherness. There were chances for children to make music together, which developed mutual connections. Second, there was improvement of listening actively and attentively. This component is important in practicing mindfulness, since it helps individuals create a full awareness of the present moment and not get easily distracted by surroundings and external noises.
CITATION: Dankiw K. A., Tsiros M. D., Baldock K. L., & Kumar, S. (2020). The impacts of unstructured nature play on health in early childhood development: A systematic review. PLOS ONE ,15(2) LINKGOAL: To examine the present research to analyze the impacts playing in nature has on the health and development of children from early childhood to adolescence. "PARTICIPANTS": A total of seven databases were analyzed for a total of 16 studies that fit the criteria the researchers were looking for. This criteria noted that the studies had to include a participant pool of children somewhere between the ages of 2 and 12 years old with no reported health or developmental conditions and the intervention method was free/unstructured play in nature. The range of publication years for this studies were from 2001 to 2018 with the majority of them being after 2013. RESULTS: An overarching result of this review is that nature play has shown positive impacts on children in terms of their health and development. More specifically, there were influences on cognitive learning, health-related fitness, motor skills, physical activity, and social and emotional development. An important note on the effect of children's development that the authors make is how since there was a consistency in the connection between nature plan and positive developmental impacts, factors such as creativity, imagination, and dramatic play are being practiced-- these are influential in children's development as they help further develop one's social and thinking skills.
CITATION: Ridgers, N. D., Knowles, Z. R. & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of forest school, Children's Geographies, 10(1), 49-65. LINKGOAL: The main goal of the researchers conducting the following case study was to explore the perceptions and experiences of children who partake in play in nature pre and post exposure of their time in Forest School. PARTICIPANTS: There were a total of 17 children ages 6-7 in this participant pool. Specifically, there were 6 children who identified as male and 11 who identified as female. This study was conducted in a North West England. RESULTS: Through small group discussions and interviewing, the authors drew a number of findings. First, they noted that children found a great enjoyment playing in nature and with other children/alone. Furthermore, their understanding on nature play changed; baseline analysis showed this idea was initially constrained to certain locations, like parks. However, their knowledge showed to recognize nature play more broadly and encompass a wider range of activities. With the exposure to nature, children developed a sense of curiosity and yearning for knowledge about the natural environment. They began to appreciate the environment and understand that it is home to other living organisms. Additionally, children wanted to know more information about nature and began noting issues pertaining to their local environment.
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