Peer-reviewed research2017–2026 update
Dreaming and Doing: A conceptual model for assessing children’s competencies for emotional and hands-on engagement to support connection with nature
The Dreaming and Doing model and its tested assessment tools help educators assess children's emotional and hands-on competencies for engaging with nature.
What's new
The Dreaming and Doing model was developed with educators in four European countries. It separates Dreaming (Feel, Connect, Amaze) from Doing (Can, Dare, Accept). Two tools were created: an 18-item self-report test tested with 708 Dutch children aged 9–12, and an adult-reported proxy version of similar length tested with 80 children aged 5–8 from the Netherlands, Germany, Italy and Portugal. Both showed good internal consistency and validity, and the data revealed consistent child profiles.
Why it matters in Aotearoa
Schools and providers often struggle to describe what children gain from outdoor learning. A simple visual model of emotional and practical engagement could support planning and assessment, though it would need checking against New Zealand contexts and Te Ao Māori perspectives.
Putting it into practice
Teachers can use the six Dreaming and Doing competencies as a lens for planning outdoor sessions, so they include both emotional and reflective moments and hands-on challenges.
How strong is the evidence
The tools were tested with reasonable samples and showed good reliability and validity, though the younger-child sample was small (N = 80). They were developed in European settings and have not been validated in Aotearoa.
What to read
The full article, especially the model description and the assessment items.