ArticleFrontiers in psychology2018
Outdoor Education in Italian Kindergartens: How Teachers Perceive Child Developmental Trajectories.
Article in Frontiers in psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it, 35 citations in OpenAlex.
- Nature-Based Early Childhood Education and Children's Social, Emotional and Cognitive Development: A Mixed-Methods Systematic Review.International journal of environmental research and public health · 2022Pooled it
- Physical Literacy, According to the World Health Organization (WHO), in an Italian Preschool and Education for a Daily Movement Routine.Children (Basel, Switzerland) · 2025Article
- I-MovE. An intervention to promote movement at childcare centers: Benefits for motor cognitive and socio-emotional development.PloS one · 2024Article
- Psychological impacts of "screen time" and "green time" for children and adolescents: A systematic scoping review.PloS one · 2020Article
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Outdoor Education (OE) refers to organized experiential education that takes place in the outdoor, characterized by action-centered and thematic learning processes. Literature shows how OE may have beneficial effects on different areas of child development, including cognitive abilities, social skills, and motor development. This relationship is not necessarily linear, but moderated by different variables. Until now, few studies have examined, using rigorous methods, the role of OE in children's development and studies of preschool aged children remain lacking. The current study aimed to explore teachers' perceptions of children's developmental trajectories over 2 school years, investigating whether teachers' perceptions differed between two kindergartens, one characterized by a consolidated OE approach and the other one characterized by a more traditional method of education. The sample was composed of 20 teachers, evaluating 93 children aged 3-5 (
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.