Forest-school benefits are measured with heterogeneous methods, mostly questionnaires and tasks administered to children, with only two studies using objective measures¶
Claim · All claims
Evidence · 1 study · reviewr3·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The 16 studies used varied informants and instruments: seven self-reported questionnaires, seven cognitive/behavioral tasks, four ad hoc measurements, four observational scales, and only two objective accelerometer measures. → Enrico Sella · Monica Bolognesi · Emma Bergamini · Lucia Mason · Francesca Pazzaglia 2023
Evidence¶
Enrico Sella · Monica Bolognesi · Emma Bergamini · Lucia Mason · Francesca Pazzaglia 2023¶
Enrico Sella · Monica Bolognesi · Emma Bergamini · Lucia Mason · Francesca Pazzaglia. (2023). Psychological Benefits of Attending Forest School for Preschool Children: a Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09750-4
q3 · i? · review · r3
The review's Assessment Measures section, cataloguing instruments across the 16 studies; only two studies (Müller et al., 2017; Fyfe-Johnson et al., 2019) used objective accelerometer methods, and informants included children, parents, teachers, and observers.
"The reviewed studies used a variety of instruments and measures to evaluate the benefits of forest preschools for children: seven studies include self-reported ques -tionnaires, seven studies used cognitive and behavioral tasks, four studies included ad hoc measurements, and four studies adopted observational scales of child behav -iors"
Discussion¶
Related Claims¶
- Teacher-reported play and social behavior improves in forest preschool, but parent-reported behavior shows no significant differences — a narrower finding that bears on this claim
- Forest preschool attendance is associated with improvements in creative thinking in preschool children, with only forest-school groups improving on all creative dimensions — related
- Forest preschool attendance is associated with improved balance and coordination, but not with objectively measured physical activity — related
- School climate measurement relies heavily on student self-report questionnaires, with families and observational methods rarely represented — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
forest-school-measurement-methods-heterogeneous |
title |
Forest-school benefits are measured with heterogeneous methods, mostly questionnaires and tasks administered to children, with only two studies using objective measures |
description |
Forest-school benefits are measured with heterogeneous methods, mostly questionnaires and tasks administered to children, with only two studies using objective measures |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — enrico-sella-monica-bolognesi-emma-bergamini-lucia-mason-francesca-pazzaglia-2023 |
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