Nature Based Settings: Supporting

the Early Emergence of Executive

Functions for our Youngest Children
UW Milwaukee
Diane DuChateau

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Nature Based Settings: Supporting the Early Emergence of
Executive Functions for our Youngest Children

Abstract
One of the current discussions occurring in the Early Childhood field as
well as among other professionals is in regards to self-regulation, self-control,
impulse control and social and emotional development. The discussions are
surrounding how a childs ability to self-regulate in the early years can have
a lasting impact on school readiness, future academic success and ones
future. Others are looking to the Early Childhood field to answer the
question, What are you going to do about it? Recent studies are indicating
that the first five years are a crucial development period for basic social,
emotional and regulation skills (2005, Boyd, Barnett, Bodrova, Leong,
Gomby).
There is a growing body of research about the impact nature based
settings can have on childrens cognitive, social and emotional development.
It is necessary as a leader in the Early Childhood field to gain an
understanding of the interconnectedness between nature and the
development of childrens social, emotional and regulation skills in our
youngest children. It is only then that I can advocate for a positive change
for how children experience nature. When teachers and leaders advocate
for nature based play experiences, they set the stage for lifelong approaches
to learning for children (2013, Vessels)

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Nature Based Settings: Supporting the Early Emergence of
Executive Functions for our Youngest Children

Introduction:
As a group of young one year olds made their way down the hallway in
the bye, bye buggy to the playground door for outside play time, the teacher
stopped and turned around when she noticed another child coming through
the entrance door. One of the one year olds started to fuss and cry when he
noticed that they did not go outside and had actually stopped. The teacher
said to the child in a calm and reassuring voice, (childs name), we are
going to go outside but (childs name), is coming in. Lets wait for (childs
name), and then we will go out. (childs name), stopped fussing and looked
to see what the teacher was talking about. Was he thinking that they were
not going to be going outside after all so he showed his displeasure until he
felt reassured by the teacher that they were still going to go outside after
(childs name), joined them? What does this tell me? This story may reflect
the importance of going outside was for (childs name), as well as how the
teacher acknowledged the childs distress. It was done in a soothing manner
which helped the child to practice to self-regulate. I have seen and heard the
same scenario with other children and teachers.
My husband has shared a story with me and others about how when he
was a child the teachers wanted to put him on Ritalin. His parents refused

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Nature Based Settings: Supporting the Early Emergence of
Executive Functions for our Youngest Children

and said, No. His parents said to the teacher(s), Hes a kid and kids are
active. His parents realized that my husband thrived outdoors. It gave him
the open space and challenges he needed. My husband remembered being
outside all the time. He jokingly said, You did not want to go in the house to
go to the bathroom because you didnt want mom or dad telling you that you
had to stay inside because you kept running in and out of the house! To this
day, the majority of his time is spent outdoors. His favorite place is to go up
north to the cabin which is surrounded by the Nicolet National Forest.
These two stories convey how important outside time is for these two
people especially for my husband who thrives being surrounded by nature. It
lead to these questions: What could the benefits of a nature based setting be
in regards to the development of the early emergence of executive functions
of the brain? Does it support the early development of emotional, social, self
regulation in young children? Is there interconnectedness?

Executive Functioning
Executive functioning is the umbrella term used for the management of
regulation and control of cognitive processes. (Tools of the Mind) One of the
current discussions occurring in the Early Childhood field as well as among
other professional fields is in regards to self-regulation, self-control, impulse
control and social and emotional development and the effects it can have on
school and future success. Interest and research activity regarding self-

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Nature Based Settings: Supporting the Early Emergence of
Executive Functions for our Youngest Children

regulation in preschool children and even children as young as infants is a

relatively recent development (2012, Whitebread & Basilio). Kindergarten
teachers rate emotional self-regulation skills a more important readiness skill
for school success than being able to read or hold a pencil (2005, Boyd,
Barnett, Bodrova, Leong, Gomby). Regulating ones thinking and emotions
are critical skills for success in school, work and life(2011, Florez, Ida).
Research evidence states that early self-regulation levels have a stronger
association with later academic success than IQ or entry levels in math and
reading. (Tools of the Mind) A question being posed to the professionals in
the Early Childhood field is What are you doing about it?
Several authors define self-regulation and social and emotional skills as:

The capacity to control ones impulses. It is the ability to be able to

stop and think before acting.(Tools of the Mind)

It is the process that allows children to appropriately respond to their
environment and the ability to translate what they experience into
information they can use to regulate thoughts, emotions and
behaviors. It requires intentional decisions (will not hit) and active

processes (Sit on my hands so I do not hit.) (2011, Florez, Ida)

It is the ability to control and modulate emotional expression and
interact with others in more complex ways in accordance with social
rules as well as to be able to adapt to emotionally challenging
situations. (2012, Whitebread & Basilio)

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Nature Based Settings: Supporting the Early Emergence of
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It is the ability to manage ones behavior so as to withstand impulses,

maintain focus and undertake tasks even if there are more enticing
alternatives available. (2005, Boyd, Barnett, Bodrova, Leong, Gomby)

These skills develop gradually (2011, Florez, Ida). It is believed that when
children routinely self-regulate without assistance, they have internalized
self-regulation skills (2011, Florez, Ida).
Previous positions regarding executive function skills has been that these
skills emerge around 8-10 years, however, this position is being challenged.
More recent studies have suggested that the emergence of early emotional
and social regulation abilities, in children birth through 6 years of age, can
begin to emerge at birth, and these abilities begin their development right
from infancy, throughout the preschool years into the elementary years until
the later teen and early adult years (2012, Whitebread & Basilio/2010,
Galinsky).
The current research of brain development of the first five years of life
could support the recent studies that are indicating that the first five years
are also a crucial development period for basic social, emotional and
regulation skills. These skills build on one another as children mature (2005,
Boyd, Barnett, Bodrova, Leong, Gomby). How these early simple forms of
each of the key executive functions evolve during the first 5 years of life can
have implications for later development (2012, Whitebread & Basilio).

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Nature Based Settings: Supporting the Early Emergence of
Executive Functions for our Youngest Children

Research indicated that persistent physical aggression, high school dropout

rates, adolescent delinquency and antisocial behavior have all been
associated with early child hood conduct problems(2005, Boyd, Barnett,
Bodrova, Leong, Gomby). If children are unable to control their emotions at
age 4, they are unlikely to be able to follow teachers directions at age 6 and
will not be able to become reflective learners in middle and high school.
(Tools of the Mind) My question to this statement would be, Is this absolute?
Will children who are unable to control their emotions by age 4, absolutely,
not be able to follow and attend to teachers directions at age 6 or will it be
more difficult for them? This then leads to the question, Are these
teachable? Galinsky said, I am hesitant to use the word teach because
when you use the word teach, people have this image of children sitting like
little college students in their seats with somebody lecturing at them.
Galinsky believes that we should be focusing on helping children get better
at these skills early by weaving them naturally into everyday activities in
playful and fun ways(2010, Galinsky). The earlier they are practiced the
better they are learned and internalized. According to Boyd, Barnett,
Bodrova, Leong, Gomby, Early Childhood programs can set up their
environments so that children can practice self-regulation, can begin to think
ahead, to plan their activities and to think about and use strategies to solve
social problems. If young children do not practice these skills, especially
self-regulation, enough the end result may be adults who still act like they
are in their terrible twos (2005, Boyd, Barnett, Bodrova, Leong, Gomby).

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Nature Based Settings: Supporting the Early Emergence of
Executive Functions for our Youngest Children

Florez comments, Thinking affects emotions and emotions affect cognitive

development (2011, Florez, Ida). When children are provided with
appropriate opportunities, children can and do learn self-regulation. Early
Childhood professionals need not only to look at their environments but also
at intentional teaching practices, interactions with children and relationship
building with children and families. Whitebread & Basilo commented on the
importance of attachment, Secure versus insecure attachment starting with
infants has and can have a profound effect on self regulation. Children with
insecure attachment are at risk of developing poorer self-regulatory skills
(2012, Whitebread & Basilio). So, I ask myself again, can a nature based
setting support these essential skills? Is there interconnectedness?

Story Time
It was early spring and it had rained earlier in the morning. On the
morning walk to school, the school-agers and I noticed all the worms and
night crawlers on the sidewalk. So we had a conversation about why that
could be happening. On the way back from dropping them off, I picked up a
night crawler and brought it into the center. I showed it to the children in the
PreK room. For over a week during outside time, the children dug for worms.
Much discussion and exploration happened from sizes of worms, types of
worms and even why more worms were found in shady areas versus sunny
areas. The children were engaged. They worked on the social skills of

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Nature Based Settings: Supporting the Early Emergence of
Executive Functions for our Youngest Children

cooperation, collaboration, sharing and listening to others. These are all part
of social, emotional and self-regulation skills.
Richard Louv shared, Passion does not arise on video tape or a CD.
Passion is personal. Passion is life from the muddy hands of the young and
travels along grass stained sleeves to the heart. If we are going to save
environmentalists and the environment we must also save an endangered
species the child in nature (2005, 2008, Louv, Richard). What could he
possibly mean by this? I feel he has challenged us to bring nature into
childrens lives because of the restorative and natural benefits it has on
ones life not to mention a better understanding the impact we can all have
on the environment as caring, human beings. As Early Childhood
professionals, we need to take time to step back and reflect on our current
practices and how we look at our outdoor spaces. Because when we do this,
we can then develop a better understanding of the possible benefits and the
interconnectedness of nature based settings with the development of early
social and emotional skills such as self-regulation.

Supporting the Development of Social, Emotional Benefits

in Nature Base Settings
After researching the importance of the early development of executive
function skills specifically social, emotional and self-regulation, this then led
to the question, how and can a nature based setting support these essential

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Nature Based Settings: Supporting the Early Emergence of
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skills. The research involved the use of peer reviewed journals, YouTube
videos, internet searches, an interview and personal observations of outdoor
play spaces and a nature setting.
During my research, several authors including Louv make a reference to
Louvs book, Last Child in the Woods: Saving our Children from Nature
Deficit Disorder. They refer to him for coining the term nature-deficit
disorder (which is not a medical diagnosed disorder). They reference him
for making a case for the value of spontaneous play and creating a
connection with nature during childhood (2011, Sachs & Vincent; 2005, Louv;
YouTube- Louv; YouTube Kosk; 2011, vonKampen; 2014, Sorrention; 2013,
Treadway; 2012, Natural Learning Initiative; 2009, Driessnack & Rhodes;
2013, Vessels). According to Sachs and Vincent, Louv sites many positive
benefits for frequent outdoor experiences not just on playground settings but
in natural settings. Positive outdoor experiences can foster happier,
healthier, smarter and well-adjusted children (2011, Sachs & Vincent).
Earlier studies have, also, made references to the benefits of being out
among nature. One study discusses the importance of children finding a
restorative place for themselves within a nature setting and on how that
favorite place serves as a strategy for them to emotionally selfregulate(2002, Korpela, Kytta, Hartig). Another study by Taylor, Kuo and
Sullivan make a case for the importance of how views of nature and being in
nature settings benefit the self- discipline among children and teens

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Nature Based Settings: Supporting the Early Emergence of
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specifically girls living in inner cities. They suggest in their study that the
barrenness of inner city neighborhoods may contribute to lower levels of selfdiscipline and potentially higher rates of negative outcomes in inner city
children. They suggest that the greener a girls view from home and
school the better the performance on levels of concentration, better at
inhibiting impulses and delay of gratification. These are three forms of selfdiscipline/self-regulation. (2001, Taylor, Kuo & Sullivan)
Ben Kosk, CEO of Island Wood, asked a question in his YouTube video
speech, Who gets the least amount of time outside. Is it? A. Chickens B.
Inmates or C. Kids. Sadly, the answer is C. Kids. He stated, We believe in
the power of nature so much that we have free range chickens that get to
spend time outdoors 24/7 as well as mandates that inmates need to spend at
least 2 hours outdoors everyday. Kosk made a reference to studies about
how children who have ADHD symptoms benefit being in a nature setting;
Kids in the outdoors can focus a little better especially if they have ADHD.
What is scary is the reference he made regarding how in one generation the
children on Ritalin has skyrocketed 40x to treat ADHD (Kosk). I guess back in
the 1960s, my husbands parents knew even back then the value of outdoor
time among nature.
During an interview with Laura Peszko, the owner of Shining Stars Child
Care, she shared her vision and how important it is to her to expose children
to nature. Her vision is to help children thrive and develop a sense of self-

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Nature Based Settings: Supporting the Early Emergence of
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respect of nature and ability to make good choices. She tries to incorporate
as much nature as she can not only in the outdoor environment but in the
indoor environment as well. She felt that children are surrounded with too
much plastic and that children need to be exposed to more natural things
which then in turn help to stimulate the senses. When I asked Laura about
how she sees nature helping children to self-regulate, she wasnt sure
because she has not yet researched the impact that nature can have on
social, emotional and self-regulation but she does know that children who
make connections with nature are calm, compassionate and more focused.
She said, It is critical for boys success because boys are kinetic learners.
They need be able to climb and have enough space to move around. Being
in nature means getting down and dirty. (Peszko)
Even though research is minimal in the areas that specifically examine
the interconnectedness nature can have on other areas of study such as; the
impact of nature based settings for young children with autism or other
special needs besides ADHD or ADD or even how a nature based setting can
support the early development of social, emotional and self-regulation, the
growing body of research is pointing to the important role that nature can
play in childrens development (2011, Sachs & Vincent). This research is
involving studies of early childhood outdoor environments that support
childrens cognitive development beyond the standard stationary equipment
(2014, Moore & Cosco) Richard Louv points out the fact that people who

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Nature Based Settings: Supporting the Early Emergence of
Executive Functions for our Youngest Children

normally dont come together are coming together on what he calls the
nature movement because of the powerful impact nature has on childrens
development (Louv,YouTube).

Story Time
I went to the Wildlife Sanctuary which is a nature based setting in the
urban Green Bay area in Wisconsin. I was there an hour. As I walked and
paused at different times, I listened, observed and reflected on what I was
saw, heard and felt. I saw children with families and friends walking and
talking with each other. I heard them talking about the animals, the trees
and flowers. I heard birds singing, a waterfall flowing in the distance and
children exclaiming to others about what they were seeing, hearing and
touching. I saw and felt a bear pelt. What I did not hear was adults yelling at
children or crying children. Could these positive interactions be happening
because people were out and about among nature? Rose points out that the
conversations that occur while observing and interacting with nature
encourage the increase in words which lead to words describing their
experience and feelings which is a part of social and emotional development
(2014, Rose)

Next Steps

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Nature Based Settings: Supporting the Early Emergence of
Executive Functions for our Youngest Children

Through the research, it is evident that nature has the power to shape
childrens and our lives. The earlier that children are exposed to positive
nature based experiences the better for childrens development.
A. Recommendations for future research and studies to help (as Louv
would say) understand the transformative power of nature.
A more conclusive study of the interconnectedness of a nature
based setting and the early emerging skills of executive functioning

more specifically social, emotional and self-regulation.

Continued studies about the possible interconnectedness of nature

as an intervention strategy for children with autism

Continued studies on the concept that self-regulation is not just
about how children respond to nature but how adults support

children in a nature based setting.

Why a nature based setting could be crucial for the development of
social, emotional and self-regulation for childrens success in school

and life.
B. Strategies for Change
With people coming together to support the nature movement,
it will be valuable to continue research and search out grants to
support a change in my programs outdoor area to create a
natural area for play versus just a playground with a nature
theme as Laura Peszko would say. It would be my hope that this
would result in a redesign of the current outdoor space and be a
demonstration outdoor classroom for others in the community.

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Nature Based Settings: Supporting the Early Emergence of
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To gain the support of teaching, support and agency staff for this

change and to create a shared vision of a nature based program.

Connect with advocates for nature based settings such as
Wisconsin Nature Action Collaboration for Children because you
need the support of others to advocate for change not just for
my program but for other professionals who work with children

birth through age 5.

Though advocating efforts, speak up about the important role

that nature has in the lives of young childrens development

Advocate for it within the Brown County STEM group for our
younger children where I am the representative for our agency of
this collaboration

Conclusion
More answers do lead to more questions and what ifs? It would be
interesting to know if the number of shootings or even suicides by teens that
have occurred could be tied to nature deficit. For now, I know that I will
continue my research for redesigning my programs outdoor space, to
advocate on behalf of children about the importance of nature experiences
and the positive effects it has on childrens development specifically the
emotion, social and self-regulatory benefits. Why? Because advocating for
supporting nature based settings, can produce a change in the environments
for our children that will benefit them not only for school success but for a
healthy future, physically and mentally for themselves as well as for society.

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Nature Based Settings: Supporting the Early Emergence of
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Story Time
A group of two olds went outside. The first thing one of the two years did
was: She stooped down. She said to the child next to her, Look an ant!
The other child stooped down next to her. Together they watched and while
still stooping followed that ant to the end of the sidewalk.

References:

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Nature Based Settings: Supporting the Early Emergence of
Executive Functions for our Youngest Children
Boyd, Judi, Barnett, Steven, Bodrova, Elena, Leong, Deborah, & Gomby, Deanna
(March, 2005) Promoting Childrens Social and Emotional Development Through
Preschool Education. NIER, New Brunswick, N.J.
Driessnack, Martha & Rhodes, Anne (2009). Children and Nature-Deficit Disorder.
http://onlineibrary.wiley.com/doi/10.111/jh1744-6155.2009.00180.x/full
Florez, Ida Rose (July. 2011). Developing Young Childrens Self-Regulation through
Everyday Experiences, Young Children Journal, NAEYC.
Galinsky, Ellen (2010). Mind in the Making, Harper Collins Publishing, New York, N.Y.
Korpela, Kalevi; Kytta, Marketta &Hartig, Terry. (2002) Restorative Experience, SelfRegulation and Childrens Place Preferences. Journal of Environmental Psychology,
22, 387-398. Doi:10.1006/jevp.2002.0277 www.idealibrary.com
Kosk, Ben. Benefits of Nature and Self-Regulation for Children. Ben Kosk @ TEDx.
www.youtube.com/watch?v=ArhjLa4xbNK
Louv, Richard (2005, 2008). Last Child in the Woods, Workman Publishing Co., New
York, N.Y.
Louv, Richard. Interview with Richard Louv. www.youtube.com/watch?v=le6_cY3330
Moore, Robin & Cosco, Nilda, (2014). Growing up Green: Naturalization as a Health
Promotion Strategy in Early Childhood Outdoor Learning Environments. Children,
Youth and Environments 24(2): 168-191. North Carolina University 128.59.152.178

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Nature Based Settings: Supporting the Early Emergence of
Executive Functions for our Youngest Children
Natural Learning Initiative, (2012) Benefits of Connecting Children with Nature: Why
Naturalize Outdoor Learning Environments. NC State University
www.naturallearning.org
Peszko, Laura (2015) Interview. Owner of Shining Stars Childcare in Suamico/Hobart
Wisconsin
Rose, Bobbie (September/October, 2014). Children, Nature and Mental Health.
Exchange Magazine p. 59-62)
Sachs, Naomi & Vincenta, Tara, (2011) Outdoor Environments for Children with
Autism and Special Needs. Implications, Vol. 9, Issue 01. www.informedesign.org
Sorrentino, Johanna, (2014) .Nature Deficit Disorder: What You Need to Know.
Education.com www.education.com/magazine/article/Nature_Deficit/.com
Taylor, Faber; Kuo, Frances & Sullivan, William, (2001). Views of Nature and SelfDiscipline: Evidence From Inner City Children. Journal of Environmental Psychology
doi:101006/jevp.2001.0241 www.idealibrary.com
Tools of the Mind, Self-Regulation. www.toolsofthemind.org/philosophy/selfregulation.
Treadway, Laura, 2013. The Benefits of Digging in the Dirt.
http://archive.onearth.org/articles/2013/12/replacing-screen-time-with-mud-piesstick-..
Vessels-Jacobs, Jill (2013). Discovering Nature: The Benefits of Teaching Outside of
the Classroom. Dimensions of Early Childhood, Vol. 41, No. 3, 2013.

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Nature Based Settings: Supporting the Early Emergence of
Executive Functions for our Youngest Children
Whitebread, David & Basilio, Marisol, (April, 2012) The Emergence and Early
Development of Self-Regulation in Young Children. Cambridge University,
www.ugr.es/local/recf/rev161ART2en.pdf
Von Kampen, Mollie (2011). The Effect of Outdoor Environment on Attention and
Self-Regulation Behaviors on a Child with Autism. University of Nebraska-Lincoln.
Digitalcommons@University of Nebraska-Lincoln