The Effects of Nature Based Learning Experience Management Through Inquiry Process on Executive Function Aspects of Young Children

Abstract

This experimental-designed research aimed to examine the effects of nature-based learning experiences through an inquiry-based process on the development of executive function (EF) skill aspects in early childhood. The sample group in this research consisted of 4-5 years old children who enrolled in K.2 at Wat BangPoon School, under the Pathum Thani Primary Educational Service Area Office 1. The participants were selected through a simple random sampling method of 1 classroom.  The research instruments included (1) nature-based learning experience lesson plans using an inquiry-based approach; (2) an EF core skill aspect assessment form; and (3) a behavioral observation form. Data were analyzed using mean, standard deviation, and content analysis.  The research indicated that the children demonstrated improvements in all three core components of EF: working memory, inhibitory control, and cognitive flexibility. The children were able to connect prior experiences with new situations and describe the steps of activities in sequence. They learned to regulate their behavior during activities, showed increased focus on tasks at hand, developed the ability to think before acting, and were more likely to complete tasks successfully. Additionally, the children were able to adapt to new situations and develop alternative strategies for problem-solving without being constrained by previously used methods.