Progress 09/01/09 to 08/31/14
Outputs
Target Audience: Target audiences included early childhood teacher educators, early childhood teachers, administrators of early childhood education programs, environmental educators, researchers in child development and early childhood education, researchers in environmental education, environmental educators, and pre-service teachers (university students). Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? Seven graduate students were mentored in research methods, including professional presentations and peer-reviewed publication. How have the results been disseminated to communities of interest? Three publications are specifically for early childhood educators as the audience (published in Young Children). Five peer-reviewed publications target teacher-educators, so that the content can be used for teacher preparation. One NebGuide has been published. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Recent research provides evidence that children's physical and mental health benefit from experiences in natural environments, including better physical and motor skills, more focused attention, more moderate physical activity, and more prosocial play in natural environments compared to "built" or human-made environments. However, there are several gaps in our understanding of how nature can influence children's development and learning. For example, are the same benefits observed for children who are not diagnosed with ADHD? How do children feel about nature, and how do their experiences at home and at school influence their understanding of nature and their environmental moral reasoning? Do children who spend more time outdoors demonstrate more affinity for nature than those who spend less time outdoors? Do experiences in nature promote empathy and an ethic of caring for other living things? There are also substantial gaps in our understanding of how educators can effectively support young children in developing healthy relationships with nature. For example, what competencies do early childhood environmental educators need? The goal of this project was to determine the influence of nature on children's development. This project encompassed basic and applied research designed to address these research gaps and to advance our understanding of how experiences in nature can support children's development and how natural environments can be used for teaching and learning. Because this field of research is in its infancy, multiple independent projects were undertaken in order to develop methodology and baseline information. For example, basic research on teachers' knowledge, beliefs, and attitudes about nature in education yielded important information about the need for improved teacher preparation in environmental education in general, and the use of outdoor environments for teaching in particular. Applied research compared affinity for nature of children attending a nature-focused preschool to children attending non-nature-focused preschools. Basic research examining benefits of natural compared to built (urban) environments on children's attention and cognition revealed benefits of exposure to natural environments for some cognitive assessments. Objective 1 : To determine the impact of nature on children's development in selected developmental domains (Knowledge). Conference presentations (peer-reviewed): 9 related to this project objective Scholarly papers (peer reviewed): 2 related to this project objective Three studies were conducted. One study investigated children's affinity for nature, and we developed and validated a measure of "biophilia" for this purpose. We compared biophilia of children attending preschools with a nature focus to preschools that do not have a nature focus. Our first study did not indicate that children attending the nature-focused preschools scored higher on affinity for nature, but there were several confounds including family demographic factors; the nature-focused programs enrolled more affluent families, for example. A second study comparing biophilia of children enrolled in nature-focused and non-nature-focused programs that were demographically similar found that children in the nature-focused-program scored higher on biophilia. A second study examined children's environmental moral reasoning (conservation reasoning) and found that preschool children judged that throwing trash in a lake was harmful to nature (water, fish, birds, and/or people) and was wrong regardless of whether it occurred in a familiar lake or a faraway place (not contingent upon context), and regardless of whether there was a rule sanctioning littering (independent of rules or norms). Children attending a nature-focused preschool were more likely to provide justifications based on harm to nature and children attending a non-nature-focused preschool were more likely to give justifications based on social conventions. A third study compared children's attention and cognition after a nature walk and after an urban walk for children who were not diagnosed with attention deficits. Using an experimental design, 34 seven and eight-year-olds and 33 four and five-year-olds completed two laboratory sessions (counterbalanced) in which they first completed puzzles to induce fatigue, then completed a 20-minute walk in a natural or urban area, and then completed cognitive tasks. Children performed significantly faster on an attention task after the nature walk than after the urban walk, and older children responded more accurately after the nature walk than after the urban walk. These results indicate that exposure to natural environments can benefit attention for children who are not diagnosed with attention deficits. Objective 2: determine baseline needs of educators in the domain of nature (environmental) education (Knowledge) Conference presentations (peer-reviewed): 6 related to this project objective Scholarly papers (peer reviewed): 2 related to this project objective Two studies were conducted. I designed a survey measure of early childhood teachers' perceptions of: (1) the importance of experiences related to nature, science, and math for young children; (2) the importance of learning outcomes related to nature, science, and math; and (3) their confidence implementing activities related to nature, science and math for young children. Teachers rated the importance of experiences and learning outcomes in the nature/science significantly lower than all other curricular domains, and teachers rated their confidence implementing activities in the nature/science domain significantly lower than all other curricular domains. These findings indicate a great need for improved teacher preparation and professional development related to nature and science in early childhood education A second study examined early childhood student teachers' perceptions of natural environments for teaching. Recommendations for teacher education include: providing opportunities for students to observe and/or interact with children as they engage in unstructured play in natural environments; opportunities to engage in both structured and unstructured learning experiences in natural environments; and preparing students to provide appropriate supervision in natural environments. Objective 3: Develop strategies for enhancing educators' environmental literacy and environmental education competencies (Action) Conference presentations (peer reviewed): 7 related to this project objective Scholarly papers (peer reviewed): 5 related to this project objective I have collaborated with my colleagues at UNL to document our teaching practices and learning outcomes related to environmental education in our early childhood teacher preparation program. We have published several articles for practitioners and teacher educators describing practices in early childhood environmental education and developmental benefits of early childhood environmental education. Objective 4: To develop and establish effective tools and resources for supporting educators' environmental literacy and capacity to infuse nature into education. This is a secondary objective encompassing an outreach component that may include outcomes such as web site resources, articles, and books. (Action) Blog post: 1 blog post related to this objective on a national forum (PBS Kids) 1 NebGuide related to this objective Scholarly papers (peer reviewed): 1 related to this objective I co-authored an article (accepted for publication) that describes how we infused nature/science content and experiences into our early childhood education program at the University of Nebraska-Lincoln. We described specific examples of learning strategies and student outcomes that can be implemented or adapted in other early childhood teacher preparation programs.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2014
Citation:
*Zurek, A., Torquati, J.C., & *Acar, I. (2014). Scaffolding as a Tool for Environmental Education in Early Childhood. International Journal of Early Childhood Education, 2(1), 27-57.
- Type:
Journal Articles
Status:
Accepted
Year Published:
2015
Citation:
Torquati, J.C., Leeper Miller, J., Hamel, E., Hong, S.-Y., Sarver, S., & Rupiper, M. (accepted for publication). I have a hippopotamus! Preparing effective early childhood environmental educators (New Educator Journal)
- Type:
Journal Articles
Status:
Accepted
Year Published:
2015
Citation:
*Acar, I., & Torquati, J. (Accepted for publication).Power of nature: Development of prosocial behavior towards nature and peers through nature-based activities in preschool. (Young Children)
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Progress 10/01/12 to 09/30/13
Outputs
Target Audience: Researchers, teacher educators, early childhood educators Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? A presentation at the North American Association for Environmental Education (“’I have a hippopotamus!’ Preparing effective early childhood environmental educators") focused on teacher preparation and was attended by teacher educators. How have the results been disseminated to communities of interest? Conference presentations, refereed journal articles, one NebGuide What do you plan to do during the next reporting period to accomplish the goals? Continue data analysis, manuscript preparation and submission, and submitting grant proposals.
Impacts
What was accomplished under these goals?
Six conference presentations were made during 2013 reporting results of the research related to this goal, 6 peer-reviewed publications, and one NebGuide. I also submitted a grant proposal (not funded)to extend this research, and will revise and re-submit the proposal this year.
Publications
- Type:
Book Chapters
Status:
Published
Year Published:
2013
Citation:
Hong, S-Y, Torquati, J., & Molfese, V.J. (2013). Theory guided professional development in early childhood science education. In L. Cohen and S. Waite-Stupiansky (Eds.) Advances in Early Education and Day Care, Volume 17: Learning across the Early Childhood Curriculum, (pp. 1-32). Bingley, UK: Emerald Group Publishing.
- Type:
Journal Articles
Status:
Published
Year Published:
2013
Citation:
Torquati, J.C. & Ernst J. (2013). Beyond the Walls: Conceptualizing Natural Environments as Third Educators. Journal of Early Childhood Teacher Education, 34, 191-208.
- Type:
Journal Articles
Status:
Published
Year Published:
2013
Citation:
Rice, C. & Torquati, J.C. (2013). Assessing connections between young childrens experiences in natural outdoor settings in preschool and their affinity for nature. Children, Youth, and Environments, 23(2), 78-102. http://www.jstor.org/stable/10.7721/chilyoutenvi.23.2.0078
- Type:
Journal Articles
Status:
Published
Year Published:
2013
Citation:
Raikes, H., Torquati, J.C., *Jung, E., Peterson, C., Atwater, J., Scott, J., & Mesner, L. (2013). Family child care in four Midwestern states: Multiple measures of quality and relations to outcomes by licensed status and subsidy program participation. Early Childhood Research Quarterly, 28(4), 879-892.
- Type:
Journal Articles
Status:
Published
Year Published:
2013
Citation:
Forry, N., Iruka, I., Tout, K., Torquati, J., Susman-Stillman, A., Bryant, D., & Starr, R. (2013). Predictors of quality and child outcomes in family child care settings. Early Childhood Research Quarterly, 28(4), 893-904.
- Type:
Journal Articles
Status:
Published
Year Published:
2013
Citation:
Torquati, J.C., Cutler, K., Gilkerson, D., & Sarver, S. (2013). Early Childhood Educators Perceptions of Nature, Science, and Environmental Education. Early Education and Development, 24(5), 1-23.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2013
Citation:
Torquati, J.C., Hamel, E., & Leeper Miller, J (2013, October). I have a hippopotamus! Preparing effective early childhood environmental educators. Paper presented at the annual meeting of the North American Association for Environmental Education, Baltimore, MD (October 10).
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2013
Citation:
Torquati, J.C.,* Kroeker, J., & *Kok, C. (2013, October). Preschool childrens conservation reasoning and understanding about nature. Poster presented at the annual meeting of the North American Association for Environmental Education, Baltimore, MD (October 10).
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2013
Citation:
Torquati, J.C., & Ernst, J. (2013, October). Preservice early childhood educators perceptions of outdoor settings as learning environments. Poster presented at the annual meeting of the North American Association for Environmental Education, Baltimore, MD (October 10).
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2013
Citation:
Torquati, J.C., Raikes, H.H, Welch, G.W., *Tu, X., & Ryoo, J. (2013, April). Investigating thresholds of child care quality: A generalized additive model approach. Paper presented at the Biennial Meetings of the Society for Research in Child Development, Seattle, WA.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2013
Citation:
Fleharty, H.*, Schutte, A.R., & Torquati, J. (2013, October). The impact of nature and urban walks on childrens executive functions. Poster presented at the meeting of the Cognitive Development Society, Memphis, Tennessee (October 18-20).
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2013
Citation:
Schutte, A. R., Torquati, J., Keiser, B.*, & Fleharty, H.* (2013, May). Spatial memory and attention in early childhood. Paper presented at the conference Spatial Memory: Bayes and Beyond, Richmond, VA.
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Progress 10/01/11 to 09/30/12
Outputs
OUTPUTS: Schutte, A., Fleharty, H., & Torquati, J. (2012). The Influence of Nature Walks on Cognition in Preschool and School-aged Children. Poster presented at the annual meeting of the American Psychological Society, May 25, Chicago, IL. Acar, I., & Torquati, J. (2012). Prosocial Behavior Exhibited in Preschool-aged Children through Nature-Based Activities. Paper presented at the Midwest Association for Education Research, Evanston, IL, November 8. Zurek, A.., Madry, C., Skells, K., & Torquati, J. (2012). The Roles of Direct Experience and Socialization on Children's Development of Biophilia. Poster presented at the annual meeting of the American Psychological Society, May 25, Chicago, IL. Torquati, J.C., Bailie, P., Cutler, K., & Kok, K. (2012). Young Children's Conservation Knowledge and Attitudes. Poster presented at the annual meeting of the American Psychological Society, May 25, Chicago, IL. Torquati, J.C., Raikes, H.H., Welch, G., Ryoo, J., & Tu, X. (2012). Paper presented at the Nebraska Center for Research on Children, Youth, Families, and Schools, April, Lincoln, NE. I co-authored a research brief on profile of quality in family child care. The brief has been posted 9 times that I know of: U.S. DHHS OPRE: http://www.acf.hhs.gov/programs/opre/resource/identifying-profiles-of -quality-in-home-based-child-care U.S. Department of Commerce National Technical Information Service http://www.ntis.gov/search/product.aspxABBR=PB2012112597 National Conference of State Legislatures http://www.ncsl.org/issues-research/human-services/earlycareandeducat ionnewsletterjune2012.aspx Child Care and Early Education Research Connections http://www.childcareresearch.org/childcare/resources/23247classifCod e=4&paging.startRow=1&publicationYear=2012&author=Simkin%2C+Shana CYFERnet Children, Youth and Families Education and Research Network http://www.cyfernet.org/article.phpmode=b&c=1049&resource_id=16509 McCormick Center for Early Childhood Leadership at National Louis University http://cecl.nl.edu/research/issues/rnsu12.pdf National Early Childhood Technical Assistance Center http://www.nectac.org/enotes/enotes_day.aspenoteid=502&vmonth=June&v year=2012&vday=1 Michigan Association for the Education of Young Children http://www.miaeyc.org/advocacy_update/2012/5-11-12.html National Institute for Early Education Research http://nieer.org/publications/online-newsletters/volume-11-issue-15 PARTICIPANTS: Partner organizations: Schlitz Audubon Nature Center Collaborators: Helen Raikes, Greg Welch, Ji Hoon Ryu,Kay Cutler, De Gilkerson, Susan Sarver, Anne Schutte, Nicole Forry, Iheoma Iruka, Amy Susman-Stillman, Kathryn Tout, Donna Bryant Training and professional development provided for the following graduate students: Xiaoqing Tu, Car Mun Kok, Heidi Fleharty, Ibrahim Acar, Julia Kroeker Training and professional development provided for the following undergraduate students: Sydney Veskrna; Alex Zurek; Carolyn Madry; Kristin Skells TARGET AUDIENCES: Thresholds of quality research: researchers and policy makers involved in state-level early childhood education Quality Rating and Improvement Systems; Teacher perceptions of science and nature in early childhood education research: teacher preparation professionals; PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Nature walk study: A 20-minute walk in a natural environment had a beneficial impact on the attention and cognition of 7- and 8-year old children, but a 20-minute walk in an urban area did not. This evidence is consistent with Attention Restoration Theory, and has implications for best practices with children who are not diagnosed with attention deficits. Previous research has mainly included children with attention deficits. Thresholds of child care quality study: We found substantial evidence of non-linear associations between quality of early care and education and children's development. In many cases we were able to specify significant spline models that indicate "sensitive ranges" within which development is especially sensitive to the influence of quality. Robust patterns were found across two data sets, indicating that at lower levels of quality, children were at much greater risk for exhibiting aggressive or problem behaviors; however, that risk decreased substantially above an empirically defined "threshold" of quality, that was quite consistent across measures and data sets. The implications of these findings include concern that quality below a defined threshold may be detrimental to children's development. Pilot data from the Fresh Air and Sunshine: An Investigation of the Benefits of Nature for Children's Development study provide preliminary evidence that neurological activity varies according to indoor vs. outdoor (natural) environments for elementary-aged children and adolescents. Results of the pilot data will be included in an upcoming grant application.
Publications
- Raikes, H., Torquati, J., Wang, C., & Shjegstad, B. (2012). Parent experiences with child care subsidy systems, reasons for choosing their current program, and perceptions of their current child care provider with variation by state and type of care. Early Education & Development.
- Forry, N. D., Iruka, I., Kainz, K., Tout, K., Torquati, J., Susman-Stillman, A., Bryant, D., Starr, R., & Smith, S. (2012). Identifying Profiles of Quality in Home-Based Child Care, Issue Brief OPRE 2012-20. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
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Progress 10/01/10 to 09/30/11
Outputs
OUTPUTS: OUTPUTS:Data assessing "biophilia" and conservation knowledge and attitudes were collected from 29 preschool aged children, and results of analysis were presented at the North American Association for Environmental Education: Torquati, J.C., Bailie, P., & Rollins, M. (2011), "Children's conservation knowledge and beliefs." Data were collected in five states assessing parents' perceptions of children's experiences in nature, and presented at the North American Association for Environmental Education: Torquati, J.C., Churchill, S., Gilkerson, D., Bailie,, P., & Rollins, M. "Parents' perspectives on young children's experiences in nature."Torquati, J.C.,Churchill, S.L., & Jones, K. (2011). "Early childhood professionals' perceptions of the importance of science and nature in education." Poster presented at the Biennial Meetings of the Society for Research in Child Development, April 2, 2011. Invited presentation: Torquati, J.C. (2011). "Nurturing children's creativity: The power of nature." Presentation at the Shandong Provincial Institute of Educational Research, Jinan, China, May 13, 2011. I authored a blog post on PBSkids for early childhood educators on the topic of science in early childhood education, entitled "Everything is connected": http://www.pbs.org/parents/sid/blogs/teachers/archives/author/julia-t orquati/2011/11/ I am mentoring three undergraduate students in research methods as they collect data for the preschool nature project. I teach a class on math, science, and nature teaching methods in early childhood education. PARTICIPANTS: Partner organizations include the Schlitz Audubon Nature Center Preschool and members of the Child Development Lab Research Consortium (which is coordinated by J. Torquati): Kansas State University, Iowa State University, South Dakota State University, and Kent State University. Collaborators include faculty members from each institution. Additional collaborators include: Dr. Susan Churchill Sarver and Dr. Anne Schutte. TARGET AUDIENCES: Target audiences include early childhood educators, early childhood teacher educators, students in early childhood education programs, and researchers. PROJECT MODIFICATIONS: Not relevant to this project.
Impacts
1. A measure of children's biophilia and conservation knowledge and beliefs is being validated for young children and will provide a valuable research tool. The knowledge generated from this research will inform environmental education efforts and conceptualization of environmental moral reasoning. 2. Research on parents' perceptions of children's experiences in nature provides us with information about children's experiences in nature while in settings beyond child care and school, and also provides information about opportunities and obstacles to promoting outdoor nature play for children. This information will also help us to construct models that predict children's knowledge about and dispositions toward nature. 3. Research on teachers' perceptions of science and nature in early childhood education is directly informing our efforts to design professional development aimed at enhancing science teaching. 4. Chinese early childhood educators learned about how nature can be a beneficial context within which children can develop creativity.
Publications
- Torquati, J.C., Raikes, H., Huddleston-Casas, C., Bovaird, J.A., & Harris, B. (2011). Family income, parent education, perceived constraints, and child care type as predictors of observed program quality and parent rated program quality. Early Childhood Research Quarterly, 26(4), 453-464.
- Torquati, J.C., Gabriel, M., Jones-Branch, J., & Leeper Miller, J. (2011). Environmental Education: A Natural Way to Nurture Children's Development and Learning. In A. Shillady (Ed.), Spotlight on Young Children and Nature (pp. 8-14). Washington, DC: NAEYC.
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Progress 10/01/09 to 09/30/10
Outputs
OUTPUTS: Torquati, J.C. Early Childhood Teachers' Perceptions of the Importance of Nature in Education. Paper Presented at the Nature Explore Research Symposium, July 27, 2010 (invited presentation). This presentation reported results of a survey of early childhood professionals in two states and early childhood education students (pre-service teachers) from two universities. Torquati, J.C. Never too Early: Integrating Nature into Early Childhood Education Curriculum. Presentation at the Nebraska Association for Family and Consumer Sciences, April 24, 2010 (invited presentation). This presentation described methods for applying knowledge about early childhood environmental education. Torquati, J.C. QUINCE: Quality Interventions for Early Care and Education. Presentation at the Nebraska Center for Research on Children, Youth, Families, and Schools Research Summit, April 14, 2010 (invited presentation). This presentation reported findings from an investigation of interventions designed to improve quality in early childhood education programs. PARTICIPANTS: Collaborators on the study of early childhood professionals' perceptions of nature/science in education include one faculty member at UNL (Susan Churchill), one graduate student at UNL, and two faculty members at South Dakota State University. TARGET AUDIENCES: Target audiences include early childhood educators in formal and informal educational settings, students in early childhood education programs, and researchers. PROJECT MODIFICATIONS: No major changes in approach.
Impacts
Research on early childhood teachers perceptions of nature and science: Results of this study indicate that early childhood teachers rate the importance of experiences and outcomes related to nature and science as less important than all other curricular domains. Early childhood educators also rate their confidence implementing activities in nature and science lower than for all other curricular domains. These findings have in part led to a new phase of research with an interdisciplinary research team which focuses on the current state of the field in terms of implementation of science in early childhood education. These findings have also pointed to the need for targeted professional development for early childhood educators.
Publications
- Torquati, J.C., Gabriel, M., Jones-Branch, J., & *Leeper, J. (2010). Environmental Education: A Natural Way to Nurture Childrens Development and Learning. Young Children, 65(6), 98-104.
- In October, 2010, the Early Childhood Environmental Education Programs: Guidelines for Excellence was published by the North American Association for Environmental Education. I was a member of the writing team.
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Progress 10/01/08 to 09/30/09
Outputs
OUTPUTS: Data were collected from 356 early childhood educators in two states (NE and SD) and results of analysis were presented as follows: 1. Torquati, J.C., Churchill, S., Cutler, K., Gilkerson, D., & Bultman, G. (2009). "Nature Education for Young Children: An Investigation of Early Childhood Educators' Perceptions of Importance and of their Self-Confidence. Paper presented at the National Association for the Education of Young Children Annual Conference, November 18-21, Washington, DC. 2. Torquati, J.C., Churchill, S., Cutler, K., Gilkerson, D., & Jones, K. (2009)."An Investigation of Early Childhood Educators' Beliefs about Environmental Education." Paper presented at the North American Association for Environmental Education Research Symposium, October 6-7, Portland, OR. 3. Torquati, J.C., Churchill, S., Rupiper, M., Cutler, K., & Gilkerson, D. (2009). "Incorporating Environmental Education into Teacher Preparation Programs." Roundtable Discussion Presented at the North American Association for Environmental Education Annual Conference October 7-10, Portland, OR. 4. Torquati, J.C., & Rupiper, M. "Integrating Nature into Early Childhood Education Curriculum." Paper presented at the North American Association for Environmental Education Annual Conference October 7-10, Portland, OR. 5. Torquati, J.C., Rice, C., & Jones, K. "Methods for Assessing Young Children's Perceptions of Nature." Poster presented at the North American Association for Environmental Education Annual Conference October 7-10, Portland, OR. 6. Rice, C., & Torquati, J.C. (2009). "Preschool Outdoor Classroom Design and Environmental Education Outcomes." Paper presented at the North American Association for Environmental Education Annual Conference October 7-10, Portland, OR. PARTICIPANTS: Individuals: Dr. Susan Churchill, UNL; Dr. Camilla Rice, UNL; Dr. Kay Cutler, South Dakota State University; Dr. De Gilkerson, South Dakota State University. TARGET AUDIENCES: Not relevant to this project. PROJECT MODIFICATIONS: Not relevant to this project.
Impacts
1. A survey was designed and validated to assess early childhood professionals' ratings of the importance of experiences in different curricular domains, outcomes in different curricular domains, and confidence implementing activities in different curricular domains. This measure allows us to compare the relative importance of science and math in early childhood education, according to the educators. 2. Educators rated experiences in language and literacy, art and creative expression, and developmentally appropriate practice as more important than activities in science/nature or math. 3. Educators rated themselves less confident implementing activities in science and math, compared to activites in language/literacy, art/creative expression, or social & emotional development. 4. A measure was designed to assess preschool children's "biophilia," or affinity for nature. The concept of biophilia was developed by Harvard biologist E.O. Wilson, but few measures of it exist, and no measures to date have been designed for preschool aged children. 5. A measure was designed to assess preschool children's perceptions of their outdoor environments. Children chose photographs of the outdoor play space in their early childhood education program and responded to a structured interview about their favorite places to play. Preschool aged children are underrepresented in this type of research, and this tool will allow us to overcome this gap in the literature.
Publications
- No publications reported this period
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