000130135 001__ 130135
000130135 005__ 20240731103359.0
000130135 0247_ $$2doi$$a10.37291/2717638X.202343269
000130135 0248_ $$2sideral$$a136477
000130135 037__ $$aART-2023-136477
000130135 041__ $$aeng
000130135 100__ $$0(orcid)0000-0002-6112-9639$$aSánchez-Pérez, Noelia$$uUniversidad de Zaragoza
000130135 245__ $$aContact with nature and executive functions: A pilot study with Spanish preschoolers
000130135 260__ $$c2023
000130135 5060_ $$aAccess copy available to the general public$$fUnrestricted
000130135 5203_ $$aIn the last decades, studies have suggested that contact with nature might impact positively on children’s Executive Functions (EF), although results are not consistent across studies. The present research aimed to explore a set of contextual factors (family socioeconomic status, residential area, and contact with nature) and their relations with preschoolers’ EF. Specifically, the research proposed to examine whether there were differences in preschoolers’ EF between rural/urban environments, to analyze the relation between exposure to natural surroundings and EF, and the potential interaction between contact with nature and family socioeconomic status in explaining children’s EF. A total of 56 preschoolers (30 boys, 26 girls) aged 4-6 years (M = 4.86, SD = .82) participated in the study. Families reported children’s contact with nature and EF through validated questionnaires. Results suggested that rural/urban environments were not related to children’s EF, but preschoolers who had more contact with nature exhibited higher Working memory skills. Moreover, mothers’ lower education was related to more difficulties in preschoolers’ Working memory when they have less contact with nature, but spending more time in natural surroundings seems to buffer that negative relation between lower maternal education and children’s EF. These preliminary findings highlight the relevance of the exposure and contact with nature for early childhood years.
000130135 536__ $$9info:eu-repo/grantAgreement/ES/AEI/PID2019-107857GA-I00
000130135 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000130135 592__ $$a0.245$$b2023
000130135 593__ $$aEducation$$c2023$$dQ3
000130135 593__ $$aDevelopmental and Educational Psychology$$c2023$$dQ4
000130135 594__ $$a1.1$$b2023
000130135 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000130135 700__ $$aGracia-Esteban, María
000130135 700__ $$aSantamaría-Gutiez, Rebeca
000130135 700__ $$0(orcid)0000-0002-9928-7317$$aLópez-Crespo, Ginesa$$uUniversidad de Zaragoza
000130135 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000130135 773__ $$g4, 3 (2023), 234-248$$pJ. child. educ. soc.$$tJournal of childhood, education & society$$x2717-638X
000130135 8564_ $$s459805$$uhttps://zaguan.unizar.es/record/130135/files/texto_completo.pdf$$yVersión publicada
000130135 8564_ $$s2594567$$uhttps://zaguan.unizar.es/record/130135/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000130135 909CO $$ooai:zaguan.unizar.es:130135$$particulos$$pdriver
000130135 951__ $$a2024-07-31-09:58:22
000130135 980__ $$aARTICLE