Nature and success: Outdoor play is linked to school readiness.

Autor: Zhu W; Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, 3688 Nanhai Avenue, Nanshan District, Shenzhen, China., Luo X; Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, 3688 Nanhai Avenue, Nanshan District, Shenzhen, China., Werneck AO; Center for Epidemiological Research in Nutrition and Health, Department of Nutrition, School of Public Health, Universidade de São Paulo (USP), Brazil., Pindus D; Beckman Institute, University of Illinois at Urbana-Champaign, Champaign, IL, USA; Kinesiology and Community Health, University of Illinois at Chicago, Chicago, IL, USA; Neuroscience Program, University of Illinois at Urbana-Champaign, Urbana, IL, USA., Kramer L; Family Resiliency Center, University of Illinois at Urbana-Champaign, Urbana, IL, USA; Department of Applied Psychology, Northeastern University, Boston, MA, USA., Kramer AF; Beckman Institute, University of Illinois at Urbana-Champaign, Champaign, IL, USA; Center for Cognitive and Brain Health, Northeastern University, Boston, MA, USA; Department of Psychology, Northeastern University, Boston, MA, 02115, USA., Hillman CH; Center for Cognitive and Brain Health, Northeastern University, Boston, MA, USA; Department of Psychology, Northeastern University, Boston, MA, 02115, USA; Department of Physical Therapy, Movement, & Rehabilitation Sciences, Northeastern University, Boston, MA, 02115, USA., Herold F; Research Group Degenerative and Chronic Diseases, Movement, Faculty of Health Sciences Brandenburg, University of Potsdam, 14476, Potsdam, Germany., Zhang Z; Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, 3688 Nanhai Avenue, Nanshan District, Shenzhen, China. Electronic address: zhihao0815@gmail.com., Zou L; Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, 3688 Nanhai Avenue, Nanshan District, Shenzhen, China.
Jazyk: angličtina
Zdroj: Complementary therapies in clinical practice [Complement Ther Clin Pract] 2024 Aug 13; Vol. 57, pp. 101895. Date of Electronic Publication: 2024 Aug 13.
DOI: 10.1016/j.ctcp.2024.101895
Abstrakt: Background: and Purpose: Outdoor play is widely acknowledged for its benefits to physical health and psychological well-being, yet its relationship with school readiness remains understudied in preschoolers. To address this gap in the literature, this study investigated how outdoor play relates to cognitive and psychosocial development among a nationally representative sample of preschoolers.
Materials and Method: Data on the duration of outdoor play (on weekdays and weekends) and specific cognitive and psychosocial outcome variables (i.e., early learning skills, self-regulation, social-emotional development, and flourishing) were collected via questionnaires provided to the caregivers of preschoolers. Logistic regressions were performed to examine the associations between outdoor play with cognitive and psychosocial outcomes while adjusting for covariates and calculate the odds ratio with 95 % confidence intervals (CI).
Results: Among the 10,682 preschoolers (i.e., 3-5y) included in this study (i.e., 5558 boys, Mage = 3.98 ± 0.99 years), there was a lower percentage of preschoolers engaged in outdoor play for over 3 h per day on weekdays (33.39 %) compared to weekends (56.85 %). Outdoor play in preschoolers is positively associated with various domains of school readiness, and engaging in outdoor play for more than 3 h per day is associated with more beneficial outcomes.
Conclusion: The findings of this cross-sectional study suggest that promoting outdoor play among preschoolers can be an effective strategy for enhancing cognitive, social, and emotional development in this age group although further intervention studies are required to buttress this assumption empirically.
Competing Interests: Declaration of competing interest The authors declare that they have no competing interests.
(Copyright © 2024 Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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