This Major Research Project (MRP) investigates the practical application and perception of nature-based interventions within Ontario's early childhood education settings. The study addresses a critical gap in research concerning the implementation of biophilic and plant-based strategies within regulated daycare interiors and exteriors. While the benefits of nature exposure for children's well-being and development are well-established, this research focuses specifically on how interventions such as planting, biophilic furniture, and sensory spatial design are perceived for supporting children's attention and well-being.
Employing a mixed methods approach grounded in research through design, this study gathers data through interviews with early childhood educators and administrators, questionnaires completed by parents, and observational notes taken during a guided interaction with a small biophilic prototype. A key activity involves the researcher facilitating a short play-based session in which children aged one to five engage with the prototype, with parental consent and child assent obtained. The resulting qualitative data is analyzed through thematic interpretation and affinity mapping to inform the development of adaptable and context sensitive design strategies. Rather than measuring developmental outcomes, the prototype is used as an exploratory design artifact to examine experiential qualities related to attention, engagement, and emotional regulation within regulated early childhood environments.