MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Berkeley Square, 99 Berkeley Street, Glasgow, G3 7HR,, Scotland.
CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, 1499-002 Cruz Quebrada, Lisbon, Portugal.
Syst Rev. 2020 Oct 2;9(1):226. doi: 10.1186/s13643-020-01489-1.
Several systematic reviews have reviewed the evidence relating to nature on aspects of children and adolescent's health and wellbeing; however, none have looked at the associations or effectiveness of attending nature-based early childhood education (ECE). The main objective is to systematically review and synthesise the evidence to determine if nature-based ECE enhances children's health, wellbeing and development.
We will search the following electronic databases (from inception onwards): MEDLINE, Scopus, PsycINFO, ERIC, SportDiscus, Australian Education Index, British Education Index, Child Development and Adolescent studies, and Applied Social Sciences Index and Abstracts. Grey literature will be identified searching dissertations and reports (e.g. Open Grey, Dissertations Theses Database [ProQuest], and Google Scholar). All types of studies (quantitative and qualitative) conducted in children (aged 2-7 years old) attending ECE who had not started education at primary or elementary school will be included. The exposure of interest will be nature-based ECE settings that integrate nature into their philosophy and/or curriculum and environment. The outcomes of interest will be all aspects of the child's physical, cognitive, social and emotional health wellbeing and development. Two reviewers will independently screen full-text articles. The study methodological quality (or bias) will be appraised using appropriate tools. If feasible, a meta-analysis will be conducted using a random-effect model for studies similar in exposure and outcome. Where studies cannot be included in a meta-analysis, findings will be summarised based on the effect directions and a thematic analysis will be conducted for qualitative studies.
This systematic review will capture the state of the current literature on nature-based ECE for child health, wellbeing and development. The results of this study will be of interest to multiple audiences (including researchers and policy makers). Results will be published in a peer-reviewed journal. Gaps for future research will be identified and discussed.
PROSPERO CRD42019152582.
已有几项系统评价综述了与儿童和青少年健康和幸福相关的自然方面的证据；然而，没有一项研究关注参加基于自然的幼儿教育（ECE）的关联或效果。主要目的是系统地回顾和综合证据，以确定基于自然的 ECE 是否能提高儿童的健康、幸福和发展。
我们将从以下电子数据库（从开始时起）进行搜索：MEDLINE、Scopus、PsycINFO、ERIC、SportDiscus、澳大利亚教育索引、英国教育索引、儿童发展和青少年研究以及应用社会科学索引和摘要。将通过搜索论文和报告（例如 Open Grey、Dissertations Theses Database [ProQuest] 和 Google Scholar）来确定灰色文献。将纳入所有类型的研究（定量和定性），这些研究的对象是参加 ECE 的儿童（年龄为 2-7 岁），他们尚未开始接受小学或小学教育。感兴趣的暴露是将自然融入其哲学和/或课程和环境的基于自然的 ECE 设置。感兴趣的结果将是儿童身体、认知、社会和情感健康和发展的所有方面。两名审查员将独立筛选全文文章。将使用适当的工具评估研究的方法学质量（或偏倚）。如果可行，将对具有相似暴露和结果的研究进行基于随机效应模型的荟萃分析。如果无法将研究纳入荟萃分析，则将根据效果方向总结研究结果，并对定性研究进行主题分析。
这项系统评价将捕捉当前关于基于自然的 ECE 对儿童健康、幸福和发展的文献状况。这项研究的结果将引起多个受众（包括研究人员和政策制定者）的兴趣。结果将在同行评审的期刊上发表。将确定并讨论未来研究的差距。
PROSPERO CRD42019152582。
