You searched for:

  • All

Motor competence and physical fitness among children attending nature preschools and traditional preschools

Natural environments may offer different affordances for physically active play than traditional playgrounds

Affordances are described in the academic literature on play as “invitations for various activities.” Affordances are categorized as being “potential” or “actualized.” Potential affordances relate to what an individual perceives as possible activities. Actualized affordances relate to what the individual perceives and uses. Natural playspaces provide a wider range of potential affordances than traditional playgrounds, and children at nature preschools spend more time in natural playspaces than do children attending traditional preschools. This study aimed to determine if children attending nature preschools have better motor competence and physical fitness than children attending traditional preschools. Some previous research suggests that children attending nature preschools outperform children attending traditional preschools in motor competence. The authors of this study found no previous research comparing the physical fitness of children from different types of preschools

Eight preschools participated in this study: four nature preschools; four neighboring traditional preschools. All of the preschools were within the same district of Trondheim, Norway, were operated by the municipality, and located near a large recreational area with such natural features as woods and lakes. All of the participating preschools used this natural area on a regular basis – the nature preschools at least three times per week; the traditional preschools once a week. There were 43 children in the nature preschool group and 49 in the traditional preschool group.  All of the children had attended their respective preschool for at least one year. Children from both groups completed a motor competence and physical fitness test. The motor competence test assessed both fine and gross motor coordination. The physical fitness test included nine subtests addressing children’s skills in jumping, throwing, climbing, walking, and running.

Results showed no difference between the two groups in motor competence. Children in the traditional preschool group performed slightly better in all subtests of physical fitness and had better total physical fitness scores than children in the nature preschool group. These results differ from the previous research showing that children who play in natural areas have better motor competence than children who play in traditional playgrounds. The authors offer several possible explanations for this discrepancy. One explanation focuses on the fact that the two types of preschools aren’t that different. Preschools in Norway emphasize the importance of time outdoors, and both the nature preschools and traditional preschools used the nearby natural area on a regular basis. For children in the traditional preschools, time in the natural area along with play on their traditional playgrounds may offer enough affordances for physically active play to develop their physical fitness and motor competence. Another explanation focuses on the fact that the children from both groups probably live close to their preschools in middle class neighborhoods where the families have access to the natural area. An explanation for why children in the traditional preschool group performed better in the physical fitness test may relate to the different affordances offered by their respective preschool playspaces. Traditional preschool playgrounds offer better surfaces for running than might be offered by natural areas where surfaces may be uneven. The authors also note that playing in nature offers benefits that go beyond improving physical fitness.

This research highlights the importance of encouraging the development of motor competence and physical fitness independent of a preschool’s outdoor environment.

Citation

Lysklett, O.B., Berg, A., Moe, B., (2019). Motor competence and physical fitness among children attending nature preschools and traditional preschools. International Journal of Play

DOI

http://dx.doi.org/10.1080/21594937.2019.1580337

MADE POSSIBLE WITH SUPPORT FROM:

Turner Foundation

MADE POSSIBLE WITH ONGOING SUPPORT FROM:

University of Minnesota - Institute on the Environment
EE Research

A collaborative research library of:

Children and Nature Network and NAAEE

Connect to more resources through our eeResearch collaboration with the North American
Association for Environmental Education, combining articles, syntheses and research summaries
for the field of environmental education and the children and nature movement.

SUPPORT OUR WORK

Help us make sure that all children live, learn and grow with nature in their daily lives.

Donate Membership