東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Associations of nature-based outdoor...

Motz, Brittany M.

FindBook

Google Book

Amazon

博客來

Associations of nature-based outdoor playground experiences with preschool aged children's sustained attention.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Associations of nature-based outdoor playground experiences with preschool aged children's sustained attention./
作者:	Motz, Brittany M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	73 p.
附註:	Source: Masters Abstracts International, Volume: 56-02.
Contained By:	Masters Abstracts International56-02(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10250329
ISBN:	9781369433326

Associations of nature-based outdoor playground experiences with preschool aged children's sustained attention.
Motz, Brittany M.

Associations of nature-based outdoor playground experiences with preschool aged children's sustained attention. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 73 p.

Source: Masters Abstracts International, Volume: 56-02.

Thesis (M.S.)--Michigan State University, 2016.

The purpose of this study was to examine the association between preschool-aged children's exposure to a nature-based outdoor playground with a facilitation of nature-based activities and their sustained attention abilities. Using the Attention Restoration Theory as a theoretical framework, this study employed single group pretest-posttest design to measure children's sustained attention abilities before and after engaging in outdoor play on a nature based playground with nature-based activities facilitated by teachers. The sample size was comprised of the 17 children, between the ages of 3 and 4 years, enrolled in the two preschool classrooms participating in the summer program at a child development laboratory in the Midwest, and two teachers. Descriptive statistics and paired t-tests were utilized to test the hypothesis that children perform with higher sustained attention after participating in nature-based activities. Results yielded no significant results when comparing pre and post sustained attention, operationalized as omission and commission errors in response to target stimuli in the Picture Deletion Test for Preschoolers task. However, overall errors decreased from pre to post examination. Unexpectedly, more participation in the nature-based activities was associated with greater sustained attention errors. Results of this pilot study suggest that structured and semi-structured nature-based activities may not yield the same benefits as unstructured experiences in nature. Implications for teachers training and curriculum planning are discussed.

ISBN: 9781369433326Subjects--Topical Terms:

518817
Early childhood education.

Associations of nature-based outdoor playground experiences with preschool aged children's sustained attention.
LDR:02506nmm a2200289 4500 001 2127612
005 20180104130647.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781369433326
035 $a (MiAaPQ)AAI10250329
035 $a AAI10250329
040 $a MiAaPQ $c MiAaPQ
100 1 $a Motz, Brittany M. $3 3289768
245 1 0 $a Associations of nature-based outdoor playground experiences with preschool aged children's sustained attention.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 73 p.
500 $a Source: Masters Abstracts International, Volume: 56-02.
500 $a Adviser: Holly E. Brophy-Herb.
502 $a Thesis (M.S.)--Michigan State University, 2016.
520 $a The purpose of this study was to examine the association between preschool-aged children's exposure to a nature-based outdoor playground with a facilitation of nature-based activities and their sustained attention abilities. Using the Attention Restoration Theory as a theoretical framework, this study employed single group pretest-posttest design to measure children's sustained attention abilities before and after engaging in outdoor play on a nature based playground with nature-based activities facilitated by teachers. The sample size was comprised of the 17 children, between the ages of 3 and 4 years, enrolled in the two preschool classrooms participating in the summer program at a child development laboratory in the Midwest, and two teachers. Descriptive statistics and paired t-tests were utilized to test the hypothesis that children perform with higher sustained attention after participating in nature-based activities. Results yielded no significant results when comparing pre and post sustained attention, operationalized as omission and commission errors in response to target stimuli in the Picture Deletion Test for Preschoolers task. However, overall errors decreased from pre to post examination. Unexpectedly, more participation in the nature-based activities was associated with greater sustained attention errors. Results of this pilot study suggest that structured and semi-structured nature-based activities may not yield the same benefits as unstructured experiences in nature. Implications for teachers training and curriculum planning are discussed.
590 $a School code: 0128.
650 4 $a Early childhood education. $3 518817
650 4 $a Social sciences education. $3 2144735
690 $a 0518
690 $a 0534
710 2 $a Michigan State University. $b Child Development. $3 3194462
773 0 $t Masters Abstracts International $g 56-02(E).
790 $a 0128
791 $a M.S.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10250329