The feasibility of evaluating outdoor nature-based early childhood education and care provision: a pilot quasi-experimental design.

backgroundSystematic reviews have demonstrated the scarcity of well-designed evaluations investigating outdoor nature-based play and learning provision for children in the early childhood education and care (ECEC) sector. This study investigated the feasibility of evaluating outdoor nature-based play and learning provision across urban ECEC settings in Scotland.

methodsSeventy-seven ECEC settings in Glasgow, Scotland, were contacted to participate in a mixed-methods feasibility and pilot quasi-experimental non-equivalent control study. The evaluation involved ECEC settings with three different models of outdoor nature-based provision. Children aged 3 and 4 years old at participating ECEC settings were eligible. The feasibility of recruitment/retention of ECEC settings and children, propensity score matching in place of participant randomisation, outcome measures, routine monitoring procedures, and study design acceptability were investigated. Outcome measures were completed at baseline and 7 weeks later: anthropometric measures, Strength and Difficulties Questionnaire (SDQ), Preschool Gross Motor Quality Scale, and wrist-worn accelerometer. Feasibility was investigated using descriptive statistics, outcome measure completion rates, and thematic analysis of semi-structured interviews with 15 ECEC educators.

resultsTen percent (8/77) of ECEC settings expressed a willingness to participate, and six were taken forward for recruitment of children: two traditional ECEC settings, two fully outdoor ECEC settings, and two satellite ECEC (where the outdoor space is not adjacent to the physical premises) settings. Twenty-three percent of children (53/228) provided consent to participate in the study. Data of 46 children were collected at baseline. The retention rate of children at follow-up was 69.8% (37/53). We found few participants were matched on their propensity score. Excluding SDQ assessments and wrist-worn accelerometer, all outcome measures met the green progression category (70% or more completed). Routine monitoring tools, 'learning journals', provided a cross-sectional description of how children progress against curriculum outcomes. Practitioners found the pilot study design acceptable in terms of the limited intrusiveness to their daily operations and the level of participation required; however, they suggested that the wrist-worn accelerometers should be reconsidered.

conclusionOverall, the study design was accepted by practitioners; however, before an effectiveness evaluation, it is recommended that the recruitment process be improved. The quasi-experimental approach to randomisation should be reviewed considering the outcomes an effectiveness study wishes to investigate (e.g. balance or prosocial behaviour), identification of appropriate covariates, and appropriate sample size. It is recommended that the 'learning journals' be used within a case study design monitoring children's progress against curriculum outcomes. This feasibility study will inform an effectiveness evaluation and support policy making and service delivery in the Scottish ECEC sector.