EARLY CHILDHOOD LEARNING THROUGH OUTDOOR EDUCATION AND MINDFULNESS

Abstract

Objectives. Research suggests that mindfulness practice has had a positive impact on the development of personality. Outdoor education is also considered an important aspect of early childhood education. Research on the use of mindfulness with children is scarce at present, and it focuses entirely on the primary school level and beyond. This informal survey aims to illustrate how mindfulness practice and outdoor education can be combined in activities for nursery school children. Material and Method. Forty children from two to three years of age participated in the survey. They were divided into two groups: the intervention group and the control group. They both practiced mindfulness exercises to develop concentration and selective attention, together with sensory-motor activities. Children in the intervention group could practice mindfulness in outdoor activities, whereas children in the intervention group practiced the same activities in the classroom. Grids and a logbook for each child were used to record observation data. In addition, the Social Behavior Scale and the GMT-ER test were used for the assessment of children’s social-emotional and motor-cognitive skills before and after mindfulness practice combined with or without outdoor activities. Results. The qualitative analysis of the results indicates that the teaching of mindfulness practice, together with outdoor activities, encourages children to reflect on themselves, to maintain concentration on activities for a longer period of time, to have pro-social behaviors, and to become aware of the environment. Conclusion. Nursery school activities should always involve body, mind, and emotions, together with mindfulness practice. When a child can experience this connection within a natural environment in the context of play, this has a significant impact on their psychological wellbeing

Keywords

• mindfulness
• outdoor education
• pro-social behavior