Peran pembelajaran berbasis alam (nature based learning) dalam mengembangkan regulasi emosi dan kemandirian anak usia dini
Keywords:
Nature Based Learning, Emotional Regulaton, Independence, Nature Deficit Disorder, Early Childhood EducationAbstract
Young children are becoming increasingly isolated from nature due to the increasing use of gadgets and sedentary lifestyles, which have an impact on their emotional regulation and independence. This article examines the role of nature-based learning (NBL) in developing these two aspects in early childhood. Through a literature review, this paper examines various relevant theories and empirical studies, including Attention Restoration Theory, Bronfenbrenner's ecological theory, and Vygotsky's Zone of Proximal Development concept. The results of the study reveal that children's direct involvement with the natural environment through gardening, environmental exploration, and risky play has been proven to reduce stress hormones, improve emotional regulation skills, and develop independence through real decisions. Educators act as facilitators who provide support without controlling the situation, while parental involvement at home reinforces the impact of learning. Despite problems such as lack of space, safety issues, and teacher capabilities, NBL can still be implemented in ways that are adapted to local conditions. It can be concluded that NBL is a comprehensive mode that is successful in addressing the effects of today's lifestyle and supporting children's early social and emotional growth.Downloads
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