 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
Outdoor Learning - Research & Studies
Direct Experience in Nature is Critical and Diminishing
Nature is important to children's development in every major way — intellectually, emotionally, socially, spiritually, and physically. In his newest book, Building for Life: Designing and Understanding the Human-Nature Connection (Island Press, 2005), Dr. Stephen R. Kellert of Yale University devotes a chapter to the subject of "Nature and Childhood Development." Combining his original research with well-documented references to the research of others, this chapter is a powerful synthesis of what we know, and what we do not know, about the importance of nature to children's healthy development. Kellert states, "Play in nature, particularly during the critical period of middle childhood, appears to be an especially important time for developing the capacities for creativity, problem-solving, and emotional and intellectual development." He includes research to indicate optimal learning opportunities at age-appropriate times and differentiates between indirect, vicarious, and direct experiences with nature — with the latter less and less available to children. He urges designers, developers, educators, political leaders and citizens throughout society to make changes in our modern built environments to provide children with positive contact with nature — where children live, play, and learn. (Original Research and Synthesis)
Kellert, Stephen R. "Nature and Childhood Development." In Building for Life: Designing and Understanding the Human-Nature Connection. Washington, D.C.: Island Press, 2005.
Unstructured Free Play Brings Cognitive, Social and Health Benefits
Unstructured free play in the out-of-doors brings a host of benefits to children — from being smarter to more cooperative to healthier overall. This well-documented article by two physicians builds a strong case for the importance of unstructured free play in the out-of-doors for all age groups, and especially young children. While concerned about the “obesity epidemic” in young children, the authors say that the health benefits from outdoor play are only one aspect of the overall benefits. They suggest that the concept of “play” is more compelling and inviting to most adult caregivers, parents and guardians than “exercise.” The authors cite cognitive benefits from play in nature, including creativity, problem-solving, focus and self-discipline. Social benefits include cooperation, flexibility, and self-awareness. Emotional benefits include stress reduction, reduced aggression and increased happiness. Children will be smarter, better able to get along with others, healthier and happier when they have regular opportunities for free and unstructured play in the out-of-doors. Synthesis)
Burdette, Hillary L., M.D., M.S.; and Robert C. Whitaker, M.D, M.P.H. "Resurrecting Free Play in Young Children: Looking Beyond Fitness and Fatness to Attention, Affiliation and Affect." © 2005 American Medical Association.
Contact with Nature Is Important for Children
Andrea Faber Taylor and Frances E. Kuo have contributed important research to the understanding of the impact of nature on people's lives, and specifically to the well-being of children. This particular article is a recent review of the literature and establishes what is known, and what is still missing, about the effects of contact with nature on children's lives. While the evidence is growing, this article is an important call to action for further research.
Taylor, Andrea Faber; and Frances E. Kuo. "Is Contact with Nature Important for Healthy Child Development? State of the Evidence." In Spencer, C. & Blades, M. (Eds.), Children and Their Environments: Learning, Using and Designing Spaces. Cambridge, UK: Cambridge University Press, 2006.
Green School Grounds Foster Achievement and Responsibility
There are numerous studies that document the benefits to students from school grounds that are ecologically diverse and include free-play areas, habitat for wildlife, walking trails, and gardens. One major study is "Grounds for Action: Promoting Physical Activity through School Ground Greening in Canada" by Anne C. Bell and Janet E. Dyment. While this study has roots in concern about obesity in children, it documents results and benefits beyond weight loss. Children who experience school grounds with diverse natural settings are more physically active, more aware of nutrition, more civil to one another, and more creative. One of the major benefits of green school grounds is increased involvement by adults and members of the nearby community, from helping with gardens to enriching the lifescape of the school grounds. Concerned about policy implications, this report offers specific recommendations for actions communities can take, from local neighborhoods to cities, states, and provinces. (Original Research)
Bell, Anne C.; and Janet E. Dyment. "Grounds for Action: Promoting Physical Activity through School Ground Greening in Canada." © 2006 Evergreen.
There Are More Benefits from Naturalized Playgrounds and School Grounds
Randy White offers a variety of resources, articles, and recommendations for designing school grounds and playgrounds to optimize the benefits to children's development. One of his many excellent articles is "Young Children's Relationship with Nature: Its Importance to Children's Development & the Earth's Future." In addition to citing references and providing a succinct summary of the many benefits of informal and unstructured natural play environments for children, he distills the findings into a list of beneficial elements of naturalized play environments that any of us can use, from back yards to school grounds to neighborhood parks. Visit Randy White's Web site for additional resources and information at www.whitehutchinson.com. (Synthesis)
White, Randy. "Young Children's Relationship with Nature: Its Importance to Children's Development & the Earth's Future."
Schoolyard Habitat Projects Bring Natural Benefits to School and Students
This brief article by Mary Rivkin is an important reminder of the importance of bringing natural habitats to school grounds as places for natural learning. When the article was written in 1997, there was a burgeoning movement in the U.S. to have schoolyard habitat projects—places of natural and rich learning, integral to the curriculum, and a respite for teachers, students and the community overall. We've literally lost ground in this respect. The concept remains accessible, important, and healthy. This article is a short, succinct summary of the natural benefits afforded from schoolyard habitat projects.(Synthesis)
Rivkin, Mary. "The Schoolyard Habitat Movement: What It Is and Why Children Need It." Early Childhood Education Journal. Volume 25, No. 1, 1997. Available on the National Wildlife Federation web site (Synthesis)
Natural Settings Provide Psychological Benefits
"Coping with ADD: The Surprising Connection to Green Play Settings," by Andrea Faber Taylor; Frances E. Kuo; and William C. Sullivan (2001) is one of the earliest studies to explore the potential for contact with nature to have a positive effect in reducing the impact of attention deficit disorder in children. The study was designed to test two hypotheses: 1) Attention deficit symptoms will be more manageable after activities in green settings than after activities in other settings; and 2) The greener a child's everyday environment, the more manageable their attention deficit symptoms will be in general. The results were positive. (Original Research)
Taylor, Andrea Faber; Frances E. Kuo; and William C. Sullivan. In Environment and Behavior, Vol. 33, No. 1, January 2001. © 2001 Sage Publications, Inc. Available on the web site of the University of Illinois Urbana-Champaign, at www.lhhl.uiuc.edu
Access to Nature Nurtures Self-Discipline
This study focuses on the positive benefits to inner city youth, particularly girls, from access to green spaces for play. Even a view of green settings enhances peace, self-control, and self-discipline. While the results are most notable for girls, the evidence is not limited to the positive impact on girls. (Original Research)
Taylor, Andrea Faber; Frances E. Kuo; and William C. Sullivan. "Views of Nature and Self-Discipline: Evidence from Inner City Children." In the Journal of Environmental Psychology, 21, 2001. © 2001 Academic Press. Available on the Web site of the University of Illinois Urbana-Champaign, at www.lhhl.uiuc.edu.
Nearby Nature Reduces Stress in Children
This study, reported in 2003, by Cornell assistant professor Nancy Wells, focuses on rural children and finds that even a view of nature—green plants and vistas—helps reduce stress among highly stressed children. Further, the more plants, green views and access to natural play areas, the more positive the results. (Original Research)
Wells, N.M., and Evans, G.W. "Nearby Nature: A Buffer of Life Stress Among Rural Children." Environment and Behavior. Vol. 35:3, 311-330. This study is not available online without purchase; it can be obtained by contacting Sage Publications.
City Parks Offer a Sense of Place
This brief article draws on solid research, some of which is independently referenced elsewhere in this list. Among the points made are that city parks offer a sense of place, opportunity for daily experience with nature, experiences that enhance school achievement, and antidotes to alienation. This American Planning Association City Parks Forum Briefing Paper is largely inspired by the work of Robin Moore, noted and pioneering landscape designer with a commitment to creating learning landscapes that optimize children's learning. "Natural spaces and materials stimulate children's limitless imaginations and serve as the medium of inventiveness and creativity," says Moore. Readers will find tangible reasons for the benefits associated with using city parks as places for learning as well as community-based examples and resources. (Synthesis)
"How Cities Use Parks to . . . Help Children Learn," Chicago, IL: American Planning Association, 2003 is available on line at www.naturalearning.org and www.planning.org.