The effect of nature-based education practices in the preschool period on children's self-regulation and problem solving skills

The aim of this study is to examine the effect of a nature-based activity program on the self-regulation and problem-solving skills of children aged 60–72 months. The research was conducted using a quasi-experimental design with a non-equivalent control group and pretest–posttest measurements. The study group consisted of 38 children (19 in the experimental group and 19 in the control group) attending an independent preschool in Alanya, Antalya, during the 2023–2024 academic year. While the Nature-Based Activity Program (NBAP)—planned as an eight-week intervention and finalized based on expert opinions—was implemented in the experimental group, the control group continued their education in line with the 2013 Preschool Education Program prepared by the Ministry of National Education. Children's self-regulation skills were measured using the mother and teacher forms of the Self-Regulation Skills Scale developed by Erol and İvrendi (2018); Problem-solving skills were assessed using the Problem-Solving Skills Scale for Children developed by Oğuz and Köksal Akyol (2015). Descriptive statistics, as well as Analysis of Covariance (ANCOVA) and Repeated Measures Analysis of Variance (ANOVA), were used in the analyses. The research findings revealed that the nature-based activity program had a significant and lasting impact on children's self-regulation skills. According to the teacher forms, a significant increase in self-regulation scores was observed in the experimental group, and this increase continued in the retention test. However, according to the mother forms, no significant difference was found between the groups. Significant improvement in problem-solving skills was observed in the experimental group at the end of the intervention; however, this improvement was not sustained in the retention test. In conclusion, nature-based activities support children's self-regulation skills. Children's problem-solving skills need to be supported with longer-term and more diversified interventions.