The effect of nature-based activities on the emotion regulation skills and social-emotional school readiness of children attending preschool education

The aim of this study is to examine the effect of nature-based activities on the emotion regulation skills and social-emotional school readiness of children aged 60–72 months, and to determine teacher and parent opinions regarding the implementation. The study was conducted according to the mixed methods research approach and the convergent parallel design. In the quantitative dimension of the study, a pretest–posttest control group quasi-experimental model was used, while in the qualitative dimension, a case study design was employed. The study group consisted of a total of 48 children, 25 in the experimental group and 23 in the control group, who were receiving preschool education in two independent kindergartens in the city center of Isparta. As qualitative data sources, the teacher of the children in the experimental group and the parents of these children (n=25) were included in the study. During the implementation process, the experimental group participated in a 16-session nature-based activity program developed by the researcher. The program was carried out over 8 weeks, with 2 sessions per week, and each session lasted approximately 60–90 minutes. The activities were conducted in natural areas located near the school, and all sessions consisted of an opening circle, a nature walk, a group activity, and a closing circle. No intervention was applied to the children in the control group, and they continued their education according to the tezOkul Öncesi Eğitim Programı (2024). Quantitative data were collected using the "Preschool Emotion Regulation Skills Scale" and the "Marmara School Readiness Scale – Socio-Emotional Development Subscale." Qualitative data were obtained through semi-structured interviews conducted with the teacher and parents in the experimental group. Quantitative data were analyzed using the SPSS 30.0 statistical software package. First, the normality of the data distribution was tested. After confirming normality, an independent samples t-test was used to determine between-group differences, and a paired samples t-test was used to assess within-group changes. Qualitative data were analyzed through content analysis, themes were created from the collected data, and findings were supported by direct quotations. According to the quantitative findings of the study, the posttest scores of the children in the experimental group in emotion regulation and social-emotional school readiness were significantly higher than those of the children in the control group. The pretest–posttest comparisons in the experimental group also revealed statistically significant increases in both variables. Although limited increases were observed in the control group, these remained lower compared to the experimental group. A significant difference in favor of the experimental group was also identified in the posttest scores between the experimental and control groups. According to the qualitative findings, teachers and parents stated that the nature-based activities contributed to the children's multifaceted development, such as recognizing and expressing emotions, developing empathy, increasing attention span, improving communication skills, and fostering a positive attitude toward nature. Additionally, teachers and parents indicated that the children became calmer, more cooperative, more willing to solve problems, and more socially adaptable. In conclusion, it was determined that nature-based activities are effective in improving emotion regulation skills and social-emotional school readiness of preschool children. The findings were discussed in relation to the literature, and it was recommended that nature-based activities be integrated into preschool education programs, that in-service training be provided for teachers, and that parents be made aware of this approach.