Impact of Urban Nature on Executive Functioning in Early and Middle Childhood

Abstract

According to attention restoration theory, directed attention can become fatigued and then be restored by spending time in a restorative environment. This study examined the restorative effects of nature on children’s executive functioning. Seven- to 8-year-olds (school aged, n = 34) and 4- to 5-year-olds (preschool, n = 33) participated in two sessions in which they completed an activity to fatigue attention, then walked along urban streets (urban walk) in one session and in a park-like area (nature walk) in another session, and finally completed assessments of working memory, inhibitory control, and attention. Children responded faster on the attention task after a nature walk than an urban walk. School-aged children performed significantly better on the attention task than preschoolers following the nature walk, but not urban walk. Walk type did not affect inhibitory control or verbal working memory. However, preschoolers’ spatial working memory remained more stable following the nature walk than the urban walk.

Green Breaks: The Restorative Effect of the School Environment’s Green Areas on Children’s Cognitive Performance

“…Although a specific explanation for this unexpected result cannot be drawn from the present research (given the lack of other potential explanation variables), this finding is consistent with recent results showing a similar absence of effect on a similar topic (Schutte et al, 2015). Therefore, further research should deeply focus on the effects of natural environments on impulse control, yet, possibly including mediator or moderator variables, which could eventually explain such specific processes.…”

“…Findings from previous studies are in line with our results, both for attention (Wells, 2000; Faber-Taylor and Kuo, 2009, 2011) and perceived restorativeness (Wells, 2000; Bagot, 2004; van den Berg and van den Berg, 2011; Chawla et al, 2014; Bagot et al, 2015; Berto et al, 2015). However, no effects were found on impulse control irrespective of the environmental setting (Schutte et al, 2015), disconfirming H3.…”

Assessing the relationship between greenspace and academic achievement in urban New Zealand primary schools

“…Kuo (2009, 2011) and Taylor et al (2001Taylor et al ( , 2002 revealed that the ability to concentrate was significantly improved by greenspace exposure, particularly for children with attention deficit disorder (ADD) and attention deficit hyperactivity disorder (ADHD). Similar trends were found in non-disabled children by Schutte et al (2015), where attention tasks and spatial working memory were better in children who went on a nature walk compared to those who went on an urban walk. Similarly, a US study of high school environments found that better concentration scores were found in students attending high schools that have 'mostly natural' views compared to those attending high schools with 'mostly built' views (Matsuoka 2010).…”

“…Similar trends were found in non‐disabled children by Schutte et al . (), where attention tasks and spatial working memory were better in children who went on a nature walk compared to those who went on an urban walk. Similarly, a US study of high school environments found that better concentration scores were found in students attending high schools that have ‘mostly natural’ views compared to those attending high schools with ‘mostly built’ views (Matsuoka ).…”

Creando Espacios De Aprendizaje Con Los Alumnos Para El Tercer Milenio

“…Kenneth Tanner (2014), sin embargo, afirma que la neurociencia tiene una interpretación positiva de esta reacción involuntaria del cerebro; cambiar de la distan cia focal durante unos instantes observando objetos naturales situados a una distancia de 15 metros, relaja la vista y ayuda al cerebro a recuperar su capacidad de concentración. Otros investigadores están estudiando el impacto del entorno exterior, como el caso del patio de juegos, sobre el rendimiento escolar (Schutte, Torquati y Beattie, 2015). La interacción del conjunto, de la persona y todos sus sentidos, se está demostrando cada vez más eficaz para el aprendizaje (Kelz, Evans y Röderer, 2015).…”