The role of nature in building resilience and emotional well-being in early

childhood education
 Chapter 1 - Introduction

Rationale

The role of nature in fostering resilience and emotional well-being in early

childhood education has garnered increasing attention globally, reflecting a growing

recognition of the profound benefits that natural environments can offer young learners.

Internationally, research highlights a consistent trend: exposure to nature is linked to

improved mental health and developmental outcomes for children. Studies from the

World Health Organization and the United Nations underscore the importance of

incorporating natural settings into educational frameworks to support holistic child

development (Jennings et., al. 2020). These findings indicate that access to green

spaces and nature-based experiences is not merely a luxury but a critical component of

effective early childhood education.

Nationally, many countries have begun to integrate nature-based approaches

into their educational policies in response to mounting evidence of the benefits. For

instance, in the United States, the National Association for the Education of Young

Children (NAEYC) has advocated for the inclusion of outdoor learning environments as

a means to enhance children's cognitive and emotional development (‌Johnstone et., al.

2022). Similarly, in the United Kingdom, the Department for Education has supported

initiatives that encourage outdoor play and learning, recognizing the link between nature

exposure and reduced stress levels in children (‌Lang et., al. 2020). These national

policies reflect a broader trend toward valuing natural environments as essential for

fostering resilience in young learners.

 Locally, many communities face specific challenges related to access to nature,

which can impact early childhood education. In urban areas, for example, the lack of

green spaces poses a significant barrier to incorporating nature into educational

practices. Research indicates that children in densely populated cities often have limited

access to natural environments, which can exacerbate issues related to stress and

emotional well-being (‌Koay & Dillon, 2020). Addressing these local gaps requires

targeted strategies to integrate nature-based learning opportunities within the

constraints of urban settings, ensuring that all children benefit from the positive effects

of natural environments.

Despite the growing body of evidence supporting the benefits of nature for early

childhood development, there remain significant gaps in our understanding of how best

to implement these approaches in diverse educational contexts. Current research often

lacks a comprehensive analysis of how different types of natural environments and

varying levels of exposure impact specific aspects of resilience and emotional well-

being (‌Kliziene et., al. 2021). Additionally, there is a need for more localized studies that

consider cultural and environmental variations to tailor nature-based interventions

effectively to different educational settings.

Addressing these issues involves a concerted effort to bridge the gap between

research and practice. By drawing on international, national, and local insights,

educators and policymakers can develop more effective strategies for integrating nature

into early childhood education. This approach not only aligns with global trends and

national policies but also responds to local needs, ultimately contributing to the creation
of educational environments that promote resilience and emotional well-being in young

children.

Consequently, the beneficiaries of nature-based early childhood education are

primarily young children, educators, and families. Young children benefit from enhanced

emotional well-being and increased resilience through their direct interaction with

natural environments, which has been shown to reduce stress and promote cognitive

development. Educators gain valuable insights and practical strategies for integrating

nature into the curriculum, leading to more engaging and effective teaching practices.

Families experience the positive impact of improved emotional health and social skills in

their children, fostering a supportive home environment that reinforces the benefits of

nature-based learning. The study defines key terms such as "resilience" and "emotional

well-being" upon first mention to ensure clarity and a shared understanding of their

significance in the context of early childhood education.

Purpose of the Study

The purpose of this study is to explore and elucidate the impact of nature-based

learning environments on the resilience and emotional well-being of young children in

early childhood education settings. By examining how interactions with natural

environments influence various developmental outcomes, the study aims to provide a

comprehensive understanding of the benefits and challenges associated with

integrating nature into early educational practices. Additionally, the research seeks to

identify effective strategies for incorporating nature-based approaches, thereby offering

practical recommendations for educators, policymakers, and families to enhance

children's developmental experiences and foster their emotional and psychological

growth.

Research Questions

This study aims to explore and elucidate the impact of nature-based learning

environments on the resilience and emotional well-being of young children in early

childhood education settings.

Specifically, it is sought to answer the following questions.

1. How do young children perceive and experience emotional well-being when

engaged in nature-based learning activities in early childhood education

settings?

2. In what ways do nature-based learning environments contribute to the

development of resilience among young children?

3. What specific aspects of natural environments are most influential in promoting

positive emotional and developmental outcomes in early childhood education?

4. How do educators integrate nature-based elements into their teaching practices?

5. What recommendation could be proposed?

Significant Literature

Recent years have seen a considerable increase in interest in the incorporation

of nature into early childhood education because of the substantial effects it has on

children's resilience and mental health. Numerous academic works that draw from

research in the fields of psychology, education, and the environment highlight the many

advantages of learning environments that are situated in nature. The aforementioned

research highlights the significance of natural environments in promoting

comprehensive growth in young children, hence offering a strong basis for

comprehending and executing nature-based teaching methodologies.

The Psychological Benefits of Nature on Children

Research consistently demonstrates that exposure to natural environments

positively impacts children's emotional well-being. The concept of "therapeutic

landscapes," posits that natural settings have restorative effects on mental health. Their

findings suggest that environments with natural elements can reduce stress and

improve mood, which is particularly beneficial for young children who are still

developing emotional regulation skills. The views of nature from hospital windows

significantly reduced patient stress and recovery times, indicating that natural elements

can have substantial therapeutic effects (‌Meng et., al. 2023).

Nature and Cognitive Development

The cognitive benefits of nature-based learning environments are also well-

documented. Natural settings stimulate curiosity and exploration, which are critical for

cognitive development. Nature-based learning encourages active engagement and

problem-solving, skills that are essential for intellectual growth. Children exposed to

natural environments perform better on cognitive tasks requiring concentration and

memory. Their research suggests that the diverse stimuli present in natural settings

enhance cognitive functions by providing rich, dynamic learning experiences (‌Chawla,

2020).
Resilience Through Nature-Based Education

The role of nature in building resilience among young children has garnered

increasing attention. Resilience as the capacity to adapt well to adversity, a trait that can

be significantly supported through positive early experiences. Nature-based education

provides a unique context for developing resilience, as it often involves challenges and

learning opportunities that foster problem-solving and coping skills. Children with

frequent access to natural environments demonstrated better adaptive skills and

emotional regulation (Sobko et., al. 2020).

Challenges and Considerations

Despite the clear benefits, implementing nature-based education presents

several challenges. The availability of natural spaces can be limited, especially in urban

areas, which restricts opportunities for nature-based learning. Additionally, educators

may face difficulties in integrating nature-based approaches into existing curricula due

to a lack of training or resources. While educators recognize the benefits of nature, they

often struggle with practical aspects such as safety concerns and curriculum alignment.

Addressing these challenges requires a concerted effort to provide adequate resources,

training, and support for educators (‌Harper & Obee, 2020).

Parental and Community Perspectives

The perspectives of parents and communities are also crucial in shaping the

effectiveness of nature-based education. Families who value outdoor play and nature-
based learning contribute significantly to their children's positive experiences and

outcomes. Parental involvement in nature-based education fosters a supportive

environment that reinforces the benefits of natural interactions. Community support,

including the development of accessible green spaces and nature-based programs,

further enhances the effectiveness of these educational approaches (‌Randall et., al.

2021).

Ecological Perspectives on Nature-Based Learning

The ecological perspective on nature-based education emphasizes the

interconnectedness of natural environments and human development. According to

Bronfenbrenner's ecological systems theory, children's development is influenced by

various environmental contexts, including immediate settings such as home and school,

as well as broader contexts like community and society. Integrating nature into early

childhood education aligns with this theory by acknowledging that children’s learning

and development are deeply embedded within their interactions with natural

environments. Engaging with nature helps children understand their place within the

ecosystem, fostering a sense of responsibility and environmental stewardship (‌Baker

et., al. 2020).

Physical Activity and Health Outcomes

The relationship between nature-based learning and physical activity is another

critical area of research. Outdoor play in natural settings is associated with increased

physical activity levels, which have been shown to benefit children's overall health and
development. Children who spend more time in green spaces engage in more vigorous

physical activity, which is linked to improved physical health outcomes, such as reduced

obesity rates and better cardiovascular fitness. Moreover, the presence of natural

elements in play areas can encourage more active and imaginative play, which

contributes to physical, social, and cognitive development. This connection between

nature and physical activity underscores the importance of designing early childhood

education settings that incorporate ample opportunities for outdoor exploration and

movement (‌Kelifa et., al. 2020).

Social and Emotional Learning in Nature-Based Settings

Nature-based education also supports social and emotional learning (SEL),

which is crucial for children's development. SEL programs aim to teach children skills

such as empathy, cooperation, and self-regulation, which are essential for positive

social interactions and emotional well-being. For instance, collaborative activities in

outdoor settings can enhance teamwork and communication skills, while solitary time in

nature can promote self-reflection and emotional resilience. Additionally, children in

nature-based programs displayed higher levels of emotional intelligence and better

conflict-resolution skills compared to their peers in traditional settings (‌Park et., al.

2022).

Cultural Variations and Adaptations

The effectiveness of nature-based education can vary across different cultural

and geographic contexts, which highlights the need for culturally responsive practices.
The integration of nature into early childhood education must be adapted to fit local

cultural norms and environmental conditions. For example, in Scandinavian countries,

outdoor learning is a well-established practice due to cultural values that emphasize

outdoor play and environmental stewardship. In contrast, in more urbanized or culturally

different settings, such as densely populated cities, adaptations might include creating

small green spaces or utilizing local parks to provide nature-based experiences.

Understanding and addressing these cultural variations is essential for ensuring that

nature-based education is both effective and relevant to diverse populations (Sancho

et., al. 2021).

Future Directions and Research Needs

As the field of nature-based education continues to evolve, several areas require

further research to fully understand and maximize its benefits. Future studies should

explore the longitudinal effects of nature-based education on long-term developmental

outcomes and academic performance. Additionally, research should focus on

developing and evaluating scalable models of nature-based education that can be

implemented in diverse educational settings. Investigating the impact of nature-based

education on specific populations, such as children with special needs or those from

disadvantaged backgrounds, is also crucial for ensuring equitable access and benefits.

By addressing these research gaps, the field can better support the development of

effective nature-based educational practices that cater to a broad range of learners and

contexts (‌Tay & Lim, 2020).

 The literature on nature-based education highlights a compelling synergy

between natural environments and early childhood development, emphasizing both

psychological and cognitive benefits. Nature-based learning environments foster

emotional well-being by providing restorative experiences that reduce stress and

promote positive mood states. These environments not only enhance mental health but

also stimulate cognitive growth, as children are encouraged to explore, observe, and

interact with their surroundings. The dynamic and varied stimuli of natural settings

engage children’s curiosity and problem-solving abilities, leading to improved cognitive

outcomes and a deeper understanding of their environment.

In addition to psychological and cognitive benefits, nature-based education plays

a crucial role in developing resilience and social-emotional skills. Natural settings offer

unique opportunities for children to encounter and navigate challenges, which helps

build resilience and adaptive coping strategies. The collaborative and often

unstructured nature of outdoor play enhances social skills such as empathy,

cooperation, and conflict resolution. These experiences contribute to a well-rounded

development that integrates emotional intelligence with practical life skills, providing

children with a solid foundation for handling future adversities.

However, integrating nature-based education into early childhood settings comes

with its own set of challenges. Issues such as limited access to green spaces,

particularly in urban areas, and the need for additional resources and training for

educators can hinder the effective implementation of nature-based practices. Despite

these obstacles, the evidence suggests that with appropriate adaptations and support,

nature-based education can be successfully integrated into diverse educational

contexts. Addressing these challenges through innovative solutions and community

engagement can enhance the accessibility and impact of nature-based learning,

ultimately benefiting children’s overall development and well-being.

Theoretical Framework

Urie Bronfenbrenner's Ecological Systems Theory offers a thorough framework

for comprehending how nature-based learning affects the development of young

children. According to this hypothesis, a variety of interrelated environmental systems

that interact with one another have an impact on children's development. These

systems comprise the following: the exosystem (broader social systems that indirectly

affect the kid), the mesosystem (interactions between various microsystems), the

macrosystem (cultural and societal influences), and the microsystem (immediate

settings like home and school). This theory contributes to the understanding of how

children's developmental outcomes are directly impacted by natural surroundings inside

the microsystem, such as outdoor classrooms and playgrounds, in the context of

nature-based education (Evans, 2024).

Rich, interactive learning opportunities offered by nature-based education inside

the microsystem support kids' social, emotional, and cognitive growth. For example,

natural environments provide chances for social engagement, problem-solving, and

exploration all of which are critical for cognitive and emotional development. According

to Bronfenbrenner's hypothesis, positive interactions in natural surroundings can

promote resilience, emotional well-being, and academic performance. This highlights

the significance of these immediate contexts in determining developmental trajectories.

Early childhood educators can foster a positive microsystem that supports children's

engagement and development by including natural components into their lessons.

The effectiveness of nature-based teaching is also influenced by larger

ecological systems. The interactions between many contexts, such as the cooperation

between schools and families to promote nature-based learning, are included in the

mesosystem. The child's experience is strengthened and the educational objectives are

reinforced when families cherish and engage in outdoor activities. The availability and

caliber of possibilities for nature-based learning are also influenced by the macrosystem

and exosystem, which include cultural attitudes and regulations about education and

the environment. The necessity for a comprehensive strategy to incorporate nature into

early childhood education, taking into account both immediate and larger environmental

elements that impact children's development, is highlighted by our understanding of

these layers of influence via the lens of ecological systems theory.

Hypothesis

Null Hypothesis

There is no significant effect of nature-based learning environments on the

emotional well-being and resilience of young children in early childhood education

settings.

Philosophical and Qualitative Assumptions

The present study aims to investigate the effects of nature-based learning

environments on young children, taking into account the subjective and contextual
nature of educational experiences via the lens of philosophical and qualitative

assumptions. The research takes a constructivist stance on philosophy, which holds that

experiences and interactions between individuals within certain contexts build

knowledge and understanding. This viewpoint assumes that children's interactions with

their surroundings and with themselves, which are best understood through qualitative

approaches, affect their resilience and emotional well-being. Qualitatively, the project

anticipates that rich, in-depth accounts of the experiences of kids and teachers will offer

a more profound understanding of how learning settings rooted in nature impact

developmental results. This method aims to capture the varied ways that nature-based

learning affects young people while acknowledging the complexity and variety of human

experiences.
 Chapter 2 - Methodology

Research Design

This study's qualitative research design uses a descriptive methodology to

investigate in-depth how nature-based learning environments affect young children's

resilience and emotional health. To get comprehensive, descriptive data for this design,

educators and parents will participate in semi-structured interviews in addition to direct

observations of kids participating in outdoor activities.

While interviews will examine educators' and parents' perspectives on the

advantages and difficulties of nature-based learning, observations will center on how

kids engage with natural elements. The intention is to present a comprehensive, in-

depth analysis of the experiences and results associated with nature-based learning,

providing a nuanced knowledge of its influence on kids' development (Agarwal et al.,

2020).

Ethical Standards

Several important variables must be taken into account to uphold ethical

standards in a qualitative study on nature-based learning environments to safeguard the

participants' rights and welfare. Giving informed permission is crucial. Before giving
their agreement to participate, all participants including kids, teachers, and parents must

be fully informed about the goals, methods, and possible outcomes of the study. This

procedure entails giving parents or guardians formal authorization for their children to

participate in the study and presenting them with clear, understandable information

about it. Furthermore, the study guarantees that participants are informed that they are

free to leave the research at any point without facing any repercussions.

Preserving privacy and secrecy is essential. To preserve participant anonymity

and guarantee that private data is safely preserved and only accessible by authorized

staff, researchers will anonymize data. To prevent unwanted access, all records

including observations, interviews, and any associated paperwork will be coded and

kept in safe places, either digitally or physically. To protect their privacy and make sure

that specific responses cannot be linked back to them, study participants' identities will

not be revealed in any reports or publications that come out of the research.

Throughout the research procedure, the study will take precautions to mitigate

any risks and guarantee the welfare of the participants. Researchers will be on the

lookout for any indications of discomfort or distress in children, and they will have

procedures in place to deal with any problems as soon as they arise. The study will also

follow the rules for working with children in research, making sure that all interactions

are courteous and age-appropriate. The research endeavors to preserve the integrity of

the study while protecting the rights and welfare of all participants by giving priority to

these ethical criteria.

Respondents/Participants/Subjects
 In this qualitative study, the determination of the sample size and inclusion

criteria focuses on gathering rich, contextual insights into the impact of nature-based

learning environments. The sample was selected through a purposive sampling

technique, thus. will consist of 10 educators who are directly involved in implementing

nature-based activities within early childhood education settings. These educators will

be selected based on specific inclusion criteria to ensure they have relevant experience

and perspectives (‌Campbell et., al. 2020).

The sample size of 10 teachers is strategically chosen to provide a manageable

yet diverse range of perspectives on nature-based learning. This number allows for in-

depth, detailed interviews and observations without overwhelming the data collection

and analysis process. A sample size of 10 is sufficient for identifying recurring themes

and insights while maintaining a focus on quality and depth of information.

Inclusion Criteria: To be included in the study, educators must meet the following

criteria:

1. Participants must have at least one year of experience incorporating nature-

based activities into their curriculum. This ensures that they have substantial

firsthand experience with the educational approach and can provide informed

and relevant insights.

2. Participants must work in early childhood education settings (e.g., preschools,

kindergartens) where nature-based learning is a regular component of their

educational practice. This criterion ensures that the study focuses on

 environments where nature-based activities are integral to the educational

process.

3. Educators must consent to participate in the study and be willing to engage in

interviews and observations. This includes providing informed consent and

agreeing to the ethical guidelines of the study.

Instrument

A semi-structured interview guide serves as the main tool for this qualitative

investigation; it is supplemented by observational checklists and reflective notebooks.

The interview guide's development is grounded in expert comments and existing

literature to ensure validity. This ensures that the guide effectively captures the essential

elements of nature-based learning environments and their impact on children's

resilience and emotional well-being.

Pilot testing, which involves a small group of educators and allows for question

refinement to better correspond with the study's aims, further enhances validity. Using a

uniform interview protocol for all participants guarantees that every interview has the

same format and topic, which addresses reliability. Inter-rater reliability is also

preserved by teaching several researchers to code and analyze the data on their own,

then cross-checking to make sure

Data Gathering Procedure

The present qualitative study employs a methodical approach to enable the

collection of full and dependable data on the effects of nature-based learning

environments. First, participants are gathered and chosen for the study according to the
predetermined inclusion criteria. Following confirmation of participation, a semi-

structured interview with each educator is arranged; this is the main way in which in-

depth information is gathered. The purpose of these interviews is to investigate the

attitudes, experiences, and methods of educators regarding nature-based learning. To

promote honest and open answers, the interviews are held in a quiet, relaxed

environment. With the participants' permission, the interviews are videotaped to

guarantee proper transcription and analysis.

Apart from conducting interviews, educators also carry out direct observations of

nature-based activities in their classrooms or learning spaces. The purpose of these

observations is to document the real-world application of nature-based methods and

how they affect kids' involvement and interactions. The sorts of natural components

employed, the frequency and length of nature-based activities, and the observed

behavioral and emotional responses of the children are just a few of the details that are

methodically documented using observational checklists. Contextual information from

these observations supports the findings from the interviews and presents a more

complete picture of the nature-based learning process.

Throughout the data collection procedure, the researchers record their

observations and insights in reflective journals. Any new themes or patterns that may

not be immediately clear from interviews or observations alone can be documented in

these journals. Following the gathering of data, the verbatim transcriptions of the

recorded interviews are subjected to thematic analysis, which entails coding the data

and the identification of significant themes and patterns associated with the research

questions. This methodical methodology guarantees that the research captures a

thorough comprehension of how nature-based learning environments affect young

children's resilience and mental health.

Data Analysis

Thematic analysis is used in the data analysis for this qualitative study to

methodically evaluate the information gathered via observations, interviews, and

reflective diaries. To find recurrent themes and patterns, the first step of the thematic

analysis is coding the observation notes and interview transcripts. Initial codes are

created by researchers through open coding, and they are subsequently categorized

into more general themes according to their commonalities and pertinence to the study

topics. Through an iterative process, these themes are continually improved and

revised to ensure that they effectively reflect the viewpoints and experiences of the

participants. Thematic analysis provides insights into the subtleties of children's

experiences and relationships while facilitating a greater understanding of how nature-

based learning environments affect children's emotional well-being and resilience by

categorizing data into themes.

Trustworthiness of the Study

Several techniques are used to improve the study's credibility, transferability,

dependability, and confirmability to assure its reliability. Several data sources, such as

observations, interviews, and reflective diaries, are used to build credibility and offer a

thorough understanding of the effects of nature-based learning environments. Member

checks involve presenting initial results to participants to confirm that the interpretations

accurately reflect their experiences. Providing thorough explanations of the research

context and participant characteristics facilitates transferability by enabling comparisons

to alternative contexts. A systematic approach to gathering and analyzing data, along

with careful documenting of processes and decision-making, guarantees reliability.

Maintaining confirmability requires making sure conclusions are rooted in the data

through strict coding and theme analysis.

References
Jennings, P. A., Jeon, L., & Roberts, A. M. (2020). Introduction to the Special Issue on
Early Care and Education Professionals’ Social and Emotional Well-being. Early
Education and Development, 31(7), 933–939.
https://doi.org/10.1080/10409289.2020.1809895

J‌ ohnstone, A., Martin, A., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., Lopes, F.,
Reilly, J. J., Thomson, H., Wells, V., & McCrorie, P. (2022). Nature-Based Early
Childhood Education and Children’s Social, Emotional and Cognitive Development: A
Mixed-Methods Systematic Review. International Journal of Environmental Research
and Public Health, 19(10), 5967. https://doi.org/10.3390/ijerph19105967

‌ ang, S. N., Jeon, L., Sproat, E. B., Brothers, B. E., & Buettner, C. K. (2020). Social
L
Emotional Learning for Teachers (SELF-T): A Short-term, Online Intervention to
Increase Early Childhood Educators’ Resilience. Early Education and Development,
31(7), 1–21. https://doi.org/10.1080/10409289.2020.1749820

‌ oay, W. I., & Dillon, D. (2020). Community Gardening: Stress, Well-Being, and
K
Resilience Potentials. International Journal of Environmental Research and Public
Health, 17(18), 6740. https://doi.org/10.3390/ijerph17186740

‌ liziene, I., Cizauskas, G., Sipaviciene, S., Aleksandraviciene, R., & Zaicenkoviene, K.
K
(2021). Effects of a Physical Education Program on Physical Activity and Emotional
Well-Being among Primary School Children. International Journal of Environmental
Research and Public Health, 18(14), 7536. https://doi.org/10.3390/ijerph18147536

‌ eng, Q., Yan, Z., Abbas, J., Shankar, A., & Subramanian, M. (2023). Human–
M
Computer Interaction and Digital Literacy Promote Educational Learning in Pre-school
Children: Mediating Role of Psychological Resilience for Kids’ Mental Well-Being and
School Readiness. International Journal of Human-Computer Interaction, 1–15.
https://doi.org/10.1080/10447318.2023.2248432

‌ hawla, L. (2020). Childhood nature connection and constructive hope: A review of

C
research on connecting with nature and coping with environmental loss. People and
Nature, 2(3), 619–642. https://doi.org/10.1002/pan3.10128
‌ obko, T., Liang, S., Cheng, W. H. G., & Tun, H. M. (2020). Impact of outdoor nature-
S
related activities on gut microbiota, fecal serotonin, and perceived stress in preschool
children: the Play&Grow randomized controlled trial. Scientific Reports, 10(1).
https://doi.org/10.1038/s41598-020-78642-2

‌ arper, N. J., & Obee, P. (2020). Articulating outdoor risky play in early childhood
H
education: voices of forest and nature school practitioners. Journal of Adventure
Education and Outdoor Learning, 21(2), 1–11.
https://doi.org/10.1080/14729679.2020.1784766

‌ andall, K., Ford, T. G., Kwon, K.-A., Sisson, S. S., Bice, M. R., Dinkel, D., & Tsotsoros,
R
J. (2021). Physical Activity, Physical Well-Being, and Psychological Well-Being:
Associations with Life Satisfaction during the COVID-19 Pandemic among Early
Childhood Educators. International Journal of Environmental Research and Public
Health, 18(18), 9430. https://doi.org/10.3390/ijerph18189430

‌ aker, C., Clayton, S., & Bragg, E. (2020). Educating for resilience: parent and teacher
B
perceptions of children’s emotional needs in response to climate change. Environmental
Education Research, 27(5), 1–19. https://doi.org/10.1080/13504622.2020.1828288

‌ elifa, M. O., Yang, Y., Carly, H., Bo, W., & Wang, P. (2020). How Adverse Childhood
K
Experiences Relate to Subjective Wellbeing in College Students: The Role of Resilience
and Depression. Journal of Happiness Studies. https://doi.org/10.1007/s10902-020-
00308-7

‌ ark, C. L., Kubzansky, L. D., Chafouleas, S. M., Davidson, R. J., Keltner, D., Parsafar,
P
P., Conwell, Y., Martin, M. Y., Hanmer, J., & Wang, K. H. (2022). Emotional Well-Being:
What It Is and Why It Matters. Affective Science, 4(1). https://doi.org/10.1007/s42761-
022-00163-0

‌ erasategi Sancho, N., Idoiaga Mondragon, N., Dosil Santamaria, M., & Eiguren
B
Munitis, A. (2021). The Well-being of children in lock-down: Physical, emotional, social
and academic impact. Children and Youth Services Review, 127(127), 106085.
https://doi.org/10.1016/j.childyouth.2021.106085

‌ ay, P., & Lim, K. (2020). Psychological Resilience as an Emergent Characteristic for
T
Well-Being: A Pragmatic View. Gerontology, 1–8. https://doi.org/10.1159/000509210

‌ uy-Evans, O. (2024, January 17). Bronfenbrenner’s ecological systems theory. Simply

G
Psychology. https://www.simplypsychology.org/Bronfenbrenner.html
‌ garwal, S., Lenka, U., Singh, K., Agrawal, V., & Agrawal, A. M. (2020). A qualitative
A
approach towards crucial factors for sustainable development of women social
entrepreneurship: Indian cases. Journal of Cleaner Production, 274, 123135.
https://doi.org/10.1016/j.jclepro.2020.123135

‌ ampbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters,
C
D., & Walker, K. (2020). Purposive Sampling: Complex or Simple? Research Case
Examples. Journal of Research in Nursing, 25(8), 652–661. NCBI.
https://doi.org/10.1177/1744987120927206