Browse > Article
http://dx.doi.org/10.14578/jkfs.2016.105.1.139

A Meta-Analysis for the Effect of Forest Experience on Young Children: Effect Size on the Moderating Variables  

Cho, Young-Min (Department of Forest Therapy, Chungbuk National University)
Kim, Dong-Jun (Department of Forest Science, Chungbuk National University)
Yeoun, Poung-Sik (Department of Forest Science, Chungbuk National University)
Lee, Kyu-Ha (Department of Forest Therapy, Chungbuk National University)
Lee, Hyo-Eun (Department of Forest Therapy, Chungbuk National University)
Park, Kuen-Tae (Department of Forest Therapy, Chungbuk National University)
Lee, Eun-Jeong (Department of Forest Therapy, Chungbuk National University)
Lee, Bo-Bae (Department of Forest Science, Chungbuk National University)
Publication Information
Journal of Korean Society of Forest Science / v.105, no.1, 2016 , pp. 139-148 More about this Journal
Abstract
The purpose of this study was to evaluate critically the effects of forest experience on young children using meta-analysis. To test this, a total 30 studies were identified, and mean effect size of variables was calculated by applying Fixed-effect model. As a result, the overall effect size of forest experience on young children was 0.797. The effect sizes of daily type as a program type had an effect than experience type at the level of .939. And also the effect sizes of period program (more 4month), number of participants (10-20people), program time (180minute), dependant variables (multiple intelligence) yield effects 0.972, 0.980, 1.138 and 0.957 respectively. As the result, this study implies a way which is to derive effectively further studies on the forest experience on young children.
Keywords
effect size; forest experience; program; children; Meta-analysis;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Jang, S.H., Kim, K.B., and Koo, S.S. 2013. Group counseling. Dongmunsa, Korea. pp. 14-57.
2 Jeon, H.S. 2015. The effects of forest experience activities as an outdoor paly on the creativity of young children[dissertation]. Soongsil University, Korea.
3 Jung, M.S. 2005. Social welfare program development. Hakhyeoksa, Korea. pp. 53-130.
4 Kang, J.R. 2011. Group counseling. Hakjisa, Korea. pp. 16-47.
5 Kang, S.Y. 2014. The development and effectiveness of the mindfulness meditation-based forest healing program for reducing poor children's stress recognition[dissertation]. Seoul National University of Education. Korea.
6 Kim, D.G. and Kim, H.J. 2006. The effect of forest experience activities to the children's emotional intelligence. Journal of Future Early Childhood Education 5(1): 57-78.
7 Kim, E.S. 2013a. Impact of play in the forest on children's creativity. Korean Society for Holistic Education 17(2): 23-42.
8 Kim, E.S. 2013b. Impact of play in forest on children's prosocial ability. The Journal of Korea Open Association for Early Childhood Education 18(4): 205-229.
9 Kim, S.H. 2007. Meta-analysis for the effectiveness of researches related to horticultural therapy[dissertation]. Konkuk University, Korea.
10 Kim. S.J. 2001. The Meta-analysis of the cognitive-behavioral group counseling effect on depression[dissertation]. Sookmyoung Women's University.
11 Kim. E.R. 2010. (A)meta-analysis of the group art therapy effect on depression[dissertation]. Kyungsung University.
12 Kim, H.T. 2003. Theory and practice of psychology consultation. Dongmunsa, Korea. pp. 1-502.
13 Kim, S.L., Ahn, H.J., and Lee, S.J. 2014. The Research Trends of Korean Articles on Forest Kindergarten. Journal of Future Early Childhood Education 21(1): 87-113.
14 Kim, K.C. and Park, S.D. 2014. A meta-analysis of electronic media effects in early childhood education. The Journal of Korea Open Association for Early Childhood Education 19(3): 219-246.
15 Kim, S.H., Park, H.J., and Kim, S.Y. 2015. The effects of forest play activity in young children's emotional regulation ability and problem behavior. Korea Journal of Child Care and Education 90: 1-21.
16 Kim, Y. 2011. Impact on the child's creativity of free play in the Korea's first forest kindergarten[dissertation]. Incheon National University, Korea.
17 Kim, Y.H. and Lee, J.H. 2009. The effects of nature friendly education program on preschooler's ecological knowledge and positive attitudes toward nature. Korean Journal Community Living Science 20(3): 331-341.
18 Lee, D.R. 2013. lnfluence of forest activity on children's emotional intelligence and awareness of respect for life[dissertation]. Dongguk University, Korea.
19 Lee, E.Y. 2014. A study on effects of forest experience activities in connection with nature photography appreciation on science process skills and environment friendly attitudes of young children[dissertation]. Chungang University, Korea.
20 Lee, H.W. 2014. A meta-analysis on the effects of multi-cultural education programs for children. Theory and Practice of Education 14(1): 43-63.
21 Lee, I.S. 2008. An influence of forest experience activity on child's language expression and nature-friendly attitude [dissertation]. Sungshin Women's University, Korea.
22 Lee, K.M. 2012. The influence of forest experience activities upon children's emotional intelligence[dissertation]. Chungang University, Korea.
23 Lee, I.W. 2014. The effects of forest experience activities upon young children's daily stress reduction. The Journal of Korea Open Association for Childhood Education 19(6): 83-103.
24 Lee, J.H. 2003. Principles and practices of group counseling. Beopmunsa, Korea. pp. 1-650.
25 Lee, J.H. 2013. The effects of nature-friendly inquiry activities in the forest on children's creativity[dissertation]. Kyungnam University, Korea.
26 Lee, M.H. 2003. A study of the variety of the infant educational institutions in Germany. Journal of Future Early Childhood Education 10(4): 25-62.
27 Lee, M.H. and Kim, E.S. 2011. The effects of forest education on children's attentiveness. The Korean Society for Eco Early Childhood Education 10(4): 149-170.
28 Lee, S.H. 2012. Influence of extended poetry activities based upon nature experience on young children's literacy ability. Korean Journal of Early Childhood Education 14(2): 159-186.
29 Lee, Y.N. 2014. Development and effects of infant-led playcentered forest walk program: Perspective in ecological early childhood education[dissertation]. Duksung Women's University, Korea.
30 Lipscy, M.W. and Wilsin, D.B. 2002. Practical meta-analysis. Sage Publication, CA. pp. 1-264.
31 Leste, A. and Rust, J. 1990. Effects of dance on anxiety. American Journal of Dance Therapy, 12:19-25.   DOI
32 Ma, J.S. 2008. The influence of forests activities based on children's science ability and science attitude. The Journal of Korean Association for Child Physical Education 9(1): 85-101.
33 Oh, S.S. 2002. Theory and practice of meta-analysis. Konkuk University Publishing Department, Korea. pp. 36-132.
34 Mun, Y.H. 2010. Impact of music activities through forest on the development of the music ability of preschoolers[dissertation]. Incheon University, Korea.
35 Nam, J.H. and Kim, E.R. 2012. A meta-analysis of the group art therapy effect on depression. Korean Journal of Art Therapy 19(5): 993-1006.
36 Oh, S.H. 2014. The influence of forest experience activities on the children's emotional intelligence and the changing process of perception & attitudes towards Nature[dissertation]. Dongguk University, Korea.
37 Oh, S.S. 2009. Investigation of meta-analytic techniques for integrating research results. The Research Institute of Agricultural Resources Development Konkuk University, Korea. pp. 150-283.
38 On, E.A. 2013. The effects of forest experience activities on the early children emotional intelligent development and aggressive decrease[dissertation]. Chonbuk National University, Korea.
39 Orwin, R.G. 1983. Afail-safe N for effect size in meta-analysis. Journal of Educational Statistics 8: 157-159.
40 Park, E.H. 2014. The meta-analysis on the effects of communication- training counseling program[dissertation]. Kyungbuk National University, Korea.
41 Park, S.D. 2014. A meta analysis of forest kindergarten effects in early childhood education. Journal of Future Early Childhood Education 21(4): 67-89.
42 Park, S.J. 2012. Forest activity's effect on young children's multiple intelligence[dissertation]. Catholic University, Korea.
43 Seo, Y.M. 2015. Development and application of natural object theme-based forest education program for young children[ dissertation]. Chungang University, Korea.
44 Pilling, S., Bebbington, P., Kuipers, E., Garetu, P., Geddes, J., Orbach, G. 2002. Psychological treatments in schizophrenia: I, Meta-analysis of gamily intervention and cognitive behaviour therapy. Psychological Medicine 32: 793-782.
45 Pitschel-Walz, G., Leucht, S., Baeuml, J., Kissling W., and Engel, R.R. 2001. The effect of family interventions on relapse and rehospitalization in schizophrenia-a meta-analysis. Schizophrenia Bulletin 27: 73-92.   DOI
46 Seo, Y.K. 2004. The meta-analysis of academic achievement variables for the underachieving Gifted Children[dissertation]. Sookmyung Women's University, Korea.
47 Shin, J.Y. 2012. The development and effects of the forest kindergarten education program focusing on expressive life area. Korean Society for Early Childhood Teacher Education 16(1): 163-188.
48 So, M.S. 2012. Effects of play activity using natural materials on children's creativity in forest kindergarten[dissertation]. Seoul National University of Education, Korea.
49 Song, E.J. 2009. The effects of forest experience activities on young children's spatial abilities[dissertation]. Seoul National University of Education, Korea.
50 Son, M.J. 1999. 1st Psychosocial rehabilitation program. Korean Clinical Psychology Association 2:1-54.
51 Song, J.H. 2004. A meta-analysis on effects of social skills training for the mentally disabled[dissertation]. Gwangju University, Korea.
52 Shin, W.S. and Kim. M.J. 2010. Program development and evaluation. gongdongche, Korea. pp. 34-187.
53 Yun, K.E. 2013. The effects of forest play activity upon children's daily stress reduction[dissertation]. Seoul National University of Education, Korea.
54 Smit, Y., Huibers, M.J.H., Ioannidis, J.P.A., Dyck can R., Tilburg, van W., and Arntz, A. 2012. The effectiveness of longterm psychoanalysis psychotherapy: A meta-analysis of randomized controlled trials, Clinical Psychology Review 32: 81-92.   DOI
55 Yoo, G.J., Kim, E.A., and Yoo, H.J. 2014. The effect of the content-based naturalistic activity program on multiple intelligence of young children-focused on five-year-olds. The Journal of Korea Open Association Foe Early Childhood Education 19(4): 353-381.
56 Yoon, I.G. 2004. The effect of a nature experience activity program on young children's creativity[dissertation]. Chungnam National University. Korea.
57 Bea, S.W., Kim, E.Y., and Son, J.A. 2010. verifying the effectiveness of psychosocial rehabilitation programs : identifying programs total 8 individual effects. Social Science Research Review 26(4): 247-269.
58 Alsop, P. and McCaffrey, T. 1993. How to Cope with Childhood stress: A Practical Guide for Trachers. Longman, UK. pp. 214-215.
59 An, M.S. 2014. The development and effectiveness of child art activities program through play in the forest[dissertation]. Incheon National University, Korea.
60 Borenstein, M., Hedges, L.V., Higgins. J.P.T., and Rothstein, H.R. 2009. Introduction to Meta-Analysis. John Wiley & Sons, Ltd. West Sussex. pp. 15-19.
61 Christup, H. 1974. The effect of dance therapy on the concept of body image. In M. Costonis(Ed.), Therapy in motion (pp. 152-161), Urbana: University of Illinois Press.
62 Cho, Y.M., Shin, W.S., and Yeoun, P.S. 2011. The influence of forest experience program length on sociality and psychology stability of children form low income families. The Journal of Korean Institute of Forest Recreation 15(4): 97-103.
63 Choi, J.E. and Seo, H.A. 2010. The effects of the forest trip program on children's attitude toward the environment and their ability of engage in scientific inquiry. Korean Society for Eco Early Childhood Education 9(1): 71-94.
64 Choi, S.K. 2013. The development and effects of young children's play program in the forest[dissertation]. Yeungnam University, Korea.
65 Cohen, J. 1988. Statistical power analysis for the behavioral science (2nd ed). Lawrence Erlbaum, Hillsdale, NJ. pp. 274-288.
66 Durlak. J.A. and Dupre, E.P. 2008. Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology 41: 327-350.   DOI
67 Duval, S.J. and Tweedie, R.L. 2000. Trim and fill: A simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics 56: 455-463.   DOI
68 Ritter, M., Low, K.G. 1996. Eddects of dance/movement therapy: a meta-analysis. The arts in Psychotherapy 23(3): 249-260.   DOI
69 Hong, Y.S. 2015. The effect of forest-kindergarten's forests activities on the self-leadership of infant[dissertation]. Hankuk University, Korea.
70 Hwang, S.D. 2014. Intuitive understanding of the meta-analysis. Hakjisa, Korea. pp. 1-320.