Kellie Dowdell

Bio: Kellie Dowdell is an academic researcher from University of Wollongong. The author has contributed to research in topics: Outdoor education & Early childhood education. The author has an hindex of 1, co-authored 1 publications receiving 138 citations.

Nature and its Influence on Children’s Outdoor Play

Abstract: A growing body of literature indicates that humans need contact with nature for their wellbeing, however at the same time young children are becoming increasingly separated from the natural world as their access to the outdoors diminishes. The importance of school and prior-to-school settings in Connecting children with nature has been acknowledged. This study sought to find out how opportunities to engage with nature would influence children’s play and social behaviours. Two early childhood centres with contrasting outdoor environments were selected for the study, and twelve focus participants were observed over a twelve-week period in concert with interviews and field notes. The findings suggest that natural environments support children’s imaginative play, the development of positive relationships and allows for the environment to become a place of learning. The authors conclude that in order to make effective use of the outdoors, early childhood centres need to provide children with access to the natural environment and teachers who support children in developing a relationship with nature.

Position Statement on Active Outdoor Play

Abstract: A diverse, cross-sectorial group of partners, stakeholders and researchers, collaborated to develop an evidence-informed Position Statement on active outdoor play for children aged 3–12 years The Position Statement was created in response to practitioner, academic, legal, insurance and public debate, dialogue and disagreement on the relative benefits and harms of active (including risky) outdoor play The Position Statement development process was informed by two systematic reviews, a critical appraisal of the current literature and existing position statements, engagement of research experts (N = 9) and cross-sectorial individuals/organizations (N = 17), and an extensive stakeholder consultation process (N = 1908) More than 95% of the stakeholders consulted strongly agreed or somewhat agreed with the Position Statement; 14/17 participating individuals/organizations endorsed it; and over 1000 additional individuals and organizations requested their name be listed as a supporter The final Position Statement on Active Outdoor Play states: “Access to active play in nature and outdoors—with its risks— is essential for healthy child development We recommend increasing children’s opportunities for self-directed play outdoors in all settings—at home, at school, in child care, the community and nature” The full Position Statement provides context for the statement, evidence supporting it, and a series of recommendations to increase active outdoor play opportunities to promote healthy child development

Outdoor Time, Screen Time, and Connection to Nature: Troubling Trends Among Rural Youth?:

Abstract: Evidence suggests that contemporary children are spending less time outdoors than their predecessors. Concurrent reports also highlight the rise of electronic media use in the lives of youth. We ex...

Nature-Based Interventions for Improving Health and Wellbeing : The Purpose, the People and the Outcomes

Abstract: Engagement with nature is an important part of many people’s lives, and the health and wellbeing benefits of nature–based activities are becoming increasingly recognised across disciplines from city planning to medicine. Despite this, urbanisation, challenges of modern life and environmental degradation are leading to a reduction in both the quantity and the quality of nature experiences. Nature–based health interventions (NBIs) can facilitate behavioural change through a somewhat structured promotion of nature–based experiences and, in doing so, promote improved physical, mental and social health and wellbeing. We conducted a Delphi expert elicitation process with 19 experts from seven countries (all named authors on this paper) to identify the different forms that such interventions take, the potential health outcomes and the target beneficiaries. In total, 27 NBIs were identified, aiming to prevent illness, promote wellbeing and treat specific physical, mental or social health and wellbeing conditions. These interventions were broadly categorized into those that change the environment in which people live, work, learn, recreate or heal (for example, the provision of gardens in hospitals or parks in cities) and those that change behaviour (for example, engaging people through organized programmes or other activities). We also noted the range of factors (such as socioeconomic variation) that will inevitably influence the extent to which these interventions succeed. We conclude with a call for research to identify the drivers influencing the effectiveness of NBIs in enhancing health and wellbeing.

Exploring Early Childhood Teachers’ Beliefs and Practices About Preschool Outdoor Play: A Qualitative Study

Abstract: This qualitative case study explored how early childhood teachers’ beliefs and practices influence the function of preschool outdoor play. Teachers believed that supervision was paramount. They perceived that the physical design of the outdoor environment posed limitations for planning, preparation, and implementation. Teachers’ recollections of their own childhood outdoor activities provided a shared value of freedom during play. Yet, during outdoor play teachers displayed an adherence to rules or a “philosophy-reality conflict” (Hatch & Freeman, 1988, p. 158). Teachers believed that outdoor play is important to the development of young children; however, minimal knowledge of outdoor play and motivation to promote it was not evident.

Cross sectional associations of screen time and outdoor play with social skills in preschool children

Abstract: Screen time and physical activity behaviours develop during the crucial early childhood period (0-5 years) and impact multiple health and developmental outcomes, including psychosocial wellbeing. Social skills, one component of psychosocial wellbeing, are vital for children's school readiness and future mental health. This study investigates potential associations of screen time and outdoor play (as a proxy for physical activity) with social skills. Cross sectional data were available for 575 mothers with a child (54% boys) aged 2-5 years. Mothers reported their child's screen time, outdoor play time and social skills (Adaptive Social Behavior Inventory; ASBI). Multiple linear regression analyses assessed associations of screen and outdoor play time (Model 1) and compliance with screen time and physical activity recommendations (Model 2) with three ASBI subscales. Boys and girls spent a mean of 2.0 and 2.2 hours per day in screen time, and 3.3 and 2.9 hours per day in outdoor play, respectively. Girls scores for express and comply skills were significantly higher than boys (p<0.005). After applying the Benjamini-Hochberg Procedure to adjust for multiple associations, children's television/DVD/video viewing was inversely associated with their compliant scores (B = -0.35 95% CI -0.26, -0.14; p = 0.001) and outdoor play time was positively associated with both expressive (B = 0.20 95% CI 0.07, 0.34; p = 0.004) and compliant (B = 0.22 95% CI 0.08, 0.36; p = 0.002) scores. Findings indicate that television/DVD/video viewing may be adversely, and outdoor play favourably, associated with preschool children's social skills. Future research is required to identify the direction of causation and explore potential mechanisms of association.