Thee pandemic emergency was managed by daycare centers through interpersonal distancing, the use of masks and the use of “bubbles”. e stress of caregivers, associated with the limitations of peer relationships and activities, can contribute to the weakening of children’s self-regulation abilities, both on an emotional and cognitive level (Di Giorgio et al., 2021). Outdoor activities, in addition to providing safe proximity, reduce stress levels and promote social-emotional and cognitive functioning (Monti et al., 2019). This study aims to test whether the daily experience of OA reduces children’s and caregivers’ stress, and promotes emotional, attentional, and behavioral regulatory skills. A total of 125 children (age M=23.8) participated in the study, divided in outdoor education group (N =73) and comparison group (N=52). OE was monitored through observational data (D’Odorico, 1990). Results highlight that after the 4-months intervention of OE activities, attention, and two indicators of adaptive functioning (i.e., communication and social behavior) increased only among the OE group. Children’s and teachers’ stress remained stable. These findings show that OE might have a short-term positive impact on cognitive and social but not emotional regulation.
Growing up at the daycare center during the pandemic
Lavelli M.;Bastianello T.;
2022-01-01
Abstract
Thee pandemic emergency was managed by daycare centers through interpersonal distancing, the use of masks and the use of “bubbles”. e stress of caregivers, associated with the limitations of peer relationships and activities, can contribute to the weakening of children’s self-regulation abilities, both on an emotional and cognitive level (Di Giorgio et al., 2021). Outdoor activities, in addition to providing safe proximity, reduce stress levels and promote social-emotional and cognitive functioning (Monti et al., 2019). This study aims to test whether the daily experience of OA reduces children’s and caregivers’ stress, and promotes emotional, attentional, and behavioral regulatory skills. A total of 125 children (age M=23.8) participated in the study, divided in outdoor education group (N =73) and comparison group (N=52). OE was monitored through observational data (D’Odorico, 1990). Results highlight that after the 4-months intervention of OE activities, attention, and two indicators of adaptive functioning (i.e., communication and social behavior) increased only among the OE group. Children’s and teachers’ stress remained stable. These findings show that OE might have a short-term positive impact on cognitive and social but not emotional regulation.
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