Outdoors Impact on

Children’s
Socio Emotional Development

Our Research Question

How is children’s social-emotional
development enhanced through outdoor
learning?

Theoretical Framework
Ecological Systems Theory - Bronfenbrenner
Gain understanding of human development. Evaluating the
multi systems and environment that an individual is apart in
(Bronfenbrenner, 1996, p. 21).
Attention Restoration Theory (ART) - Kaplan
Natural environments have restorative qualities that
engage with nature helps “replenish” resources such as
one’s self-regulation (Weeland et al., 2019, p. 2).
Reggio Emilia Approach - Loris Malaguzzi
The environment provides a space for learning and
impacts learning adding to the idea of the environment as
the third teacher (Strong-Wilson & Ellis, 2007, p. 40).

Methodology & Data Analysis

Research was conducted through the shape of a scoping
review methodology (Arksey & O’Malley, 2005).
A total of 42 sources were found but selected 6 sources
that fit the criteria.
An inductive thematic analysis was captured by following
the five phases of conducting a thematic analysis (Braun &
Clarke, 2006, p. 87).

Next Steps Main Findings

The sector providing more recent
studies on specifically outdoor 1. Self-Regulation
learning, rather than ties to forest 2. Language Development
schools. 3. Responsible Decision Making
Finding sources that provide and Critical Thinking
specific developmental impact the 4. Self-Esteem and Self-
outdoors has to outdoor Confidence
curriculums.
Updating the current curriculums
including the Ontario How Does
Learning Happen and ELECT
document to include specific
information for children’s overall
development.

References
Arksey, H., & O’Malley, L. (2005). Scoping studies: towards a methodological framework. International
Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bronfenbrenner, U. (1996). The ecology of human development experiments by nature and design.
Harvard University Press.
Strong-Wilson, T., & Ellis, J. (2007). Children and Place: Reggio Emilia’s Environment As Third Teacher.
Theory into Practice, 46(1), 40–47. https://doi.org/10.1080/00405840709336547
Weeland, J., Moens, M. A., Beute, F., Assink, M., Staaks, J. P. C., & Overbeek, G. (2019). A dose of nature:
Two three-level meta-analyses of the beneficial effects of exposure to nature on children’s self-
regulation. Journal of Environmental Psychology, 65, 101326–.
https://doi.org/10.1016/j.jenvp.2019.101326