Did you know kids may actually speak in more complex sentences when they’re outdoors? We find that time in nature-rich settings boosted language use for both monolingual children and dual language learners, highlighting the powerful role of outdoor environments in early learning.
Ekaterina Novikova, Annette Pic, Myae Han
August 2023
Abstract
Aim
This study investigates the relationship between young children’s language development and outdoor nature settings, addressing the limited research on how natural environments link to language use.
Methods
A quantitative study was conducted with 16 preschool children, including seven Dual Language Learners, enrolled in a nature-based preschool. Language samples collected in indoor and outdoor settings were analyzed using the CLAN (Computerized Language ANalysis) program.
Results
Children’s language showed higher syntactic complexity in outdoor nature settings compared to indoor classrooms. This pattern was consistent for both the full sample and the subgroup of Dual Language Learners, as measured by the Mean Length of Three or Five Longest Utterances.
Conclusion
The findings suggest that outdoor nature environments may foster more complex language use in preschool children, highlighting the developmental value of integrating nature into early learning settings.
Cite this work
When citing this work, please also cite the underlying data sources. This article can be cited as:
Novikova, E., Pic, A., & Han, M. (2023). Language use in indoor and outdoor settings among children in a nature-based preschool. Environmental Education Research, 30(1), 138-152. https://doi.org/10.1080/13504622.2023.2246688