This document discusses Nature Deficit Disorder (N.D.D.), which refers to the lack of connection young people have with the natural world due to increased time spent indoors using technology. N.D.D. can cause issues like obesity, depression, and lack of creativity. Spending time in nature provides benefits such as improved mental and physical health, learning, and imagination. The document suggests ways to address N.D.D., like nature-based education programs and using local green spaces, in order to provide opportunities for outdoor experiences and reap the advantages of interacting with the natural world.
The document discusses a study that investigated the preferred leisure activities of 162 preschool-aged children and their parents' involvement. The study found that while children prefer outdoor activities, they actually spend more time engaged in static, indoor activities like watching TV and playing on the computer. Parents reported that they often allow their children to play outdoors without much parental involvement. The most common activity chosen by parents and children to do together is going for walks in the park, followed by playing games, which requires more parental involvement.
This document discusses how children today spend less time playing outside and interacting with nature compared to previous generations. It leads to what is called "nature deficit disorder", which can negatively impact children's health, development, and well-being. The document cites several studies that show children who play in natural environments have better motor skills, social interaction, focus, imagination and creativity. Exposure to nature is also shown to help children deal with stress and symptoms of ADHD. The document provides resources to help reconnect children with nature.
Nature deficit has had profound impacts on our children’s mental and physical health. Over the past 20 years, time spent playing outdoors has been cut in half, but the childhood obesity rate has more than doubled and the adolescent obesity rate has tripled.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
The Health and Learning Benefits of Green Schools for Our ChildrenBenBeckers
The document discusses the health and learning crises facing children today, such as obesity, asthma, ADHD, and mood disorders. It attributes these issues partially to decreased time children spend outdoors and increased time with electronics and exposure to environmental toxins. The presentation then outlines goals of green schools, including general benefits and specific benefits of aspects like building design, outdoor classrooms, and environmental study. It provides examples of green schools and discusses the potential for schools to serve as therapeutic environments.
How Outdoor Education and Outdoor School Time Create High Performance Students.
In this report, we summarize the available studies on the role of outdoor learning programs and outdoor play time in furthering children’s overall education: improving their lifelong learning skills, prospects for career success and school test scores.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Offering sufficient outdoor time improves the overall health of our children while lengthening attention spans, diminishing aggressiveness, improving test scores and ultimately advancing learning. This guide addresses those concerns.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
This document discusses Nature Deficit Disorder (N.D.D.), which refers to the lack of connection young people have with the natural world due to increased time spent indoors using technology. N.D.D. can cause issues like obesity, depression, and lack of creativity. Spending time in nature provides benefits such as improved mental and physical health, learning, and imagination. The document suggests ways to address N.D.D., like nature-based education programs and using local green spaces, in order to provide opportunities for outdoor experiences and reap the advantages of interacting with the natural world.
The document discusses a study that investigated the preferred leisure activities of 162 preschool-aged children and their parents' involvement. The study found that while children prefer outdoor activities, they actually spend more time engaged in static, indoor activities like watching TV and playing on the computer. Parents reported that they often allow their children to play outdoors without much parental involvement. The most common activity chosen by parents and children to do together is going for walks in the park, followed by playing games, which requires more parental involvement.
This document discusses how children today spend less time playing outside and interacting with nature compared to previous generations. It leads to what is called "nature deficit disorder", which can negatively impact children's health, development, and well-being. The document cites several studies that show children who play in natural environments have better motor skills, social interaction, focus, imagination and creativity. Exposure to nature is also shown to help children deal with stress and symptoms of ADHD. The document provides resources to help reconnect children with nature.
Nature deficit has had profound impacts on our children’s mental and physical health. Over the past 20 years, time spent playing outdoors has been cut in half, but the childhood obesity rate has more than doubled and the adolescent obesity rate has tripled.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
The Health and Learning Benefits of Green Schools for Our ChildrenBenBeckers
The document discusses the health and learning crises facing children today, such as obesity, asthma, ADHD, and mood disorders. It attributes these issues partially to decreased time children spend outdoors and increased time with electronics and exposure to environmental toxins. The presentation then outlines goals of green schools, including general benefits and specific benefits of aspects like building design, outdoor classrooms, and environmental study. It provides examples of green schools and discusses the potential for schools to serve as therapeutic environments.
How Outdoor Education and Outdoor School Time Create High Performance Students.
In this report, we summarize the available studies on the role of outdoor learning programs and outdoor play time in furthering children’s overall education: improving their lifelong learning skills, prospects for career success and school test scores.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Offering sufficient outdoor time improves the overall health of our children while lengthening attention spans, diminishing aggressiveness, improving test scores and ultimately advancing learning. This guide addresses those concerns.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
The document discusses the North Carolina Outdoor Learning Environments Alliance and its mission to improve outdoor environments and experiences for children. It was originally organized by three work groups and a leadership team. The alliance aims to address why children spend less time playing outside due to various safety and environmental concerns. Research shows benefits of outdoor play for children's physical, cognitive, social, and emotional development.
Be Out There takes an in-depth look at how to balance screen time with green time in the report, Friending Fresh Air: Connecting Kids to Nature in a Digital Age. Here, we offer insight on how to use technology you already love and still connect your kids to nature.
Three Ways Nature and Outdoor Time Improve Your Child’s Sleep: A Guide for Parents and Caregivers.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
A Parent’s Guide to Overcoming Common Obstacles for Kids and Outdoor Play.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
According to a 2012 survey of 1000 parents commissioned by National Wildlife Federation (NWF), weather topped the list of barriers to getting kids outdoors. Sixty-one percent of those surveyed cited weather as most problematic, over concerns about strangers (38%), homework (31%), and a busy schedule (5%).
Parents protect their kids; it’s their job. So, it’s natural when the weather turns really nasty or dangerous to keep children inside. But, children are far more adaptable, resilient and hearty than we modern parents give them credit for. Two decades ago, kids routinely ran in the sprinkler to cool off on a sweltering day, made igloos when it snowed, splashed in puddles when it rained. How many do that now? Not many, statistics say. Modern children spend only minutes each day outside in unstructured activities.
At the APM Women in Project Management 2014 National Conference, Susan talked us through the “Seven Ages of Woman” explaining how findings in neuroscience support gender equality, and how environment and experience are proving as important as genetic make up in human development.
This document summarizes a study on how technology can be used to enrich children's experiences with and learning about nature. A survey of over 1,000 students across 5 European countries found that most students are heavily dependent on technology like phones and laptops. However, the students also felt that disconnecting from technology provided benefits. The study found that connecting with nature promotes happiness and health. It explores how technology like cameras, microscopes, and GPS has helped connect people to the natural world. The survey showed that students believe outdoor learning enhances education and prefer activities like sports and camps for nature learning. Students use phones and laptops daily but computers are more common in classrooms. While social media connects people, the study looks at how it
The document discusses how cultural differences influence children's play. It analyzes research showing that cultural factors like parental beliefs, adult modeling, and societal values shape the themes, communication styles, and types of play engaged in by children from different cultures. For example, studies found that Anglo-American children engaged in more fantasy play while Korean-American children's play focused more on everyday activities. The document also examines how gender, socioeconomic class, and urbanization can impact cultural differences in children's play.
This document summarizes a study of how some Vermont public school teachers successfully integrate environmental education into their curriculum. The researchers interviewed 9 teachers and observed their outdoor classrooms. They identified 4 emerging themes: 1) building holistic curriculum that connects various subjects to nature, 2) embracing place-based education that explores the local environment, 3) allowing student choice in outdoor activities, and 4) regularly taking classes on adventures outside. The goal was to provide models for engaging students and reconnecting them to nature.
The document summarizes a longitudinal study in Finland that examines children's media environment and media competence from 2007 to 2016. The study involves surveying and interviewing the same group of children at ages 5, 8, 11, and 14 about their media use, social media experiences, commercial media exposure, and developing media skills. It finds that as media has proliferated in homes, parents struggle more to monitor children's media consumption and discuss content with them. It also observes differences in media behaviors between age groups and how individual children and entire cohorts change over time with advances in technology and shifting media landscapes.
The document summarizes how the didgeridoo, a musical instrument from Northern Australia made from hollowed out eucalyptus trees, can be incorporated into education to help develop students' self-concept, sense of belonging, critical thinking skills, and proactivity. It notes that there are currently over 476 million teenagers in the world, comprising 6.7% of the global population, who could benefit from innovative approaches to education.
Di Collins, Journeying Gently, UK
EOE 2011 Metsäkartano, Finland
Into the Woods: About the significance of wood and wilderness for Youth Work in Europe.
This document discusses the benefits of nature schools and outdoor education programs for child development. It notes that nature schools allow children to explore freely in natural environments, which supports physical, social, and emotional development. The document also discusses how children in Western cultures have become disconnected from nature due to increased indoor time and screen use. Nature schools aim to reconnect children with the natural world to promote health, focus, independence and stress reduction. The document reviews several studies that show the positive effects of outdoor education programs and nature exposure on children's connection to nature and overall well-being.
This document summarizes the findings of a study on media use among Finnish children ages 0-8. Interviews were conducted with children in daycares, preschools, and homes across small, medium and large cities in Finland. Observations found that children engage with media like TV, music, books and internet from a young age, often with parents. The study found media provided enjoyment for children and that parents influenced children's media habits through rules and engagement. One difference noted was children from higher-income families mentioned rules about media more than others.
Early Childhood Education Journal, Vol. 29, No. 2, Winter 2001EvonCanales257
Early Childhood Education Journal, Vol. 29, No. 2, Winter 2001 ( 2001)
Environmental Education
The Natural Environment as a Playground for Children:
The Impact of Outdoor Play Activities in Pre-Primary
School Children
Ingunn Fjørtoft1
INTRODUCTION have experienced positive results from being outdoors
in natural environments, but only a few studies have
Norwegian studies have revealed a disquieting ten-
been done in this field (Bang et al., 1989; Fjørtoft, 1999;
dency that children are becoming more sedentary in
Grahn et al., 1997). We know far too little about how
their adolescence. They spend more time, approximately
the natural environment functions as a playground for
three hours a day, on TV, video, and electronic media
children, and we know even less about what effects such
(MMI, 1995). The movement pattern of children has
a playground might have on learning in children. The
changed remarkably the last 10–20 years. The unorgani-
physical outdoor environment, and the natural environ-
sed traditional games, which included lots of moving
ment in particular, as a play habitat for children, has
around, are now changing into sitting in front of your
been a topic of low priority in child research (Bjerke,
private computer playing computer games. Such scenar-
1994).
ios have resulted in several health hazards like increas-
ing obesity in early childhood (Anderson et al., 1998),
THE AFFORDANCE OF NATUREand motor problems in children are reported in several
Scandinavian studies (Due et al., 1991; Hertzberg, 1985; Natural environments represent dynamic and rough
Gilberg and Rasmussen, 1982; Kjos, 1992; Ropeid, playscapes that challenge motor activity in children. The
1997). However, a recent study of the physical activity topography, like slopes and rocks, afford natural obsta-
among 3–7 years old Norwegian children (MMI, 1997) cles that children have to cope with. The vegetation pro-
showed that 75% of the children spend some time out- vides shelters and trees for climbing. The meadows are
doors by their own every day. The most active ones for running and tumbling. Description of physical envi-
practiced several outdoor activities such as skiing and ronments usually focuses almost exclusively on forms.
hiking in the wilderness, climbing trees, enjoying water Heft (1988) suggested an alternative approach to de-
activities, and soccer in the field. Four out of ten chil- scribe the environment, which focused on function
dren expressed a wish for more time for physical activity rather than form. The functional approach corresponds
(Hansen, 1999), but children complain about the lack of better to the children’s relations to their environment.
suitable arenas for play and free time activities, such as Intuitively children use their environment for physical
grounds for climbing, building dens, sliding, and skiing challenges and play; they perceive the functions of the
(Mjaavatn, 1999). Francis (1988) argued that children’s landscape and u ...
This document summarizes research on the benefits of outdoor play and learning environments for young children. It finds that children today spend less time playing outdoors and more time engaged with screens. This lack of outdoor time is linked to issues like obesity, attention problems, and poor physical and mental health. The document then outlines North Carolina's efforts to enhance early childhood outdoor learning environments and professional development through the North Carolina Outdoor Learning Environments Alliance. It shares the Alliance's goals of improving outdoor spaces and teachers' understanding of the importance of outdoor time.
Challenging the conventional wisdom of time children spend outside slides sen...Pat Thomson
This document summarizes research on the time children in Iceland spend outdoors. It finds that over 30% of children spend less than one hour outside per day. Boys are more likely than girls to report not wanting to be outside. The research is based on a survey of 120 sixth grade students that asked about time spent outside, outdoor activities, and visits to natural areas. While outdoor learning at school is common, it typically occurs only 1-4 times per month. More research is needed using different methods to better understand children's outdoor lives and activities.
This document discusses several studies on the relationship between children, nature, and conservation. It notes that children are often excluded from conservation studies that look at factors like race, income, and location. Exposure to green spaces is important for children's cognitive, emotional, and physical development. However, studies show that urban children and those from lower-income families often have less access to nature. The document examines how social views of nature can influence children's understanding of conservation and their relationship with the natural world.
Environmental Interventions for Healthy Development of Young Children in the Outdoors
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
Jenny Roe - Natural Solutions to Tackling Behavior & Performance in Urban Sch...youth_nex
The talk highlights the benefits of green space access in school settings for behavioral and performance outcomes. It presents two studies both carried out in deprived schools in Central Scotland; the first compares the effect of indoor versus outdoor education (delivered in a forest setting) on a range of wellbeing outcomes in teenagers; the second study explores the benefits to memory recall in early years pupils from curriculum tasks carried out indoors versus outdoors in a range of playground settings.
Inspiring environmental citizenship by the learning escapeMark Brown, FRSA
A workshop given by The Learning Escape at the Eco Schools show 2012. Covering Nature Deficit Disorder, Outdoor Learning and Environmental Citizenship. Educators from Whitchurch and Danesfield Manor Schools also talk about how their Learning Escapes have inspired Outdoor Learning and help to promote Environmental Citizenship.
The document discusses the North Carolina Outdoor Learning Environments Alliance and its mission to improve outdoor environments and experiences for children. It was originally organized by three work groups and a leadership team. The alliance aims to address why children spend less time playing outside due to various safety and environmental concerns. Research shows benefits of outdoor play for children's physical, cognitive, social, and emotional development.
Be Out There takes an in-depth look at how to balance screen time with green time in the report, Friending Fresh Air: Connecting Kids to Nature in a Digital Age. Here, we offer insight on how to use technology you already love and still connect your kids to nature.
Three Ways Nature and Outdoor Time Improve Your Child’s Sleep: A Guide for Parents and Caregivers.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
A Parent’s Guide to Overcoming Common Obstacles for Kids and Outdoor Play.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
According to a 2012 survey of 1000 parents commissioned by National Wildlife Federation (NWF), weather topped the list of barriers to getting kids outdoors. Sixty-one percent of those surveyed cited weather as most problematic, over concerns about strangers (38%), homework (31%), and a busy schedule (5%).
Parents protect their kids; it’s their job. So, it’s natural when the weather turns really nasty or dangerous to keep children inside. But, children are far more adaptable, resilient and hearty than we modern parents give them credit for. Two decades ago, kids routinely ran in the sprinkler to cool off on a sweltering day, made igloos when it snowed, splashed in puddles when it rained. How many do that now? Not many, statistics say. Modern children spend only minutes each day outside in unstructured activities.
At the APM Women in Project Management 2014 National Conference, Susan talked us through the “Seven Ages of Woman” explaining how findings in neuroscience support gender equality, and how environment and experience are proving as important as genetic make up in human development.
This document summarizes a study on how technology can be used to enrich children's experiences with and learning about nature. A survey of over 1,000 students across 5 European countries found that most students are heavily dependent on technology like phones and laptops. However, the students also felt that disconnecting from technology provided benefits. The study found that connecting with nature promotes happiness and health. It explores how technology like cameras, microscopes, and GPS has helped connect people to the natural world. The survey showed that students believe outdoor learning enhances education and prefer activities like sports and camps for nature learning. Students use phones and laptops daily but computers are more common in classrooms. While social media connects people, the study looks at how it
The document discusses how cultural differences influence children's play. It analyzes research showing that cultural factors like parental beliefs, adult modeling, and societal values shape the themes, communication styles, and types of play engaged in by children from different cultures. For example, studies found that Anglo-American children engaged in more fantasy play while Korean-American children's play focused more on everyday activities. The document also examines how gender, socioeconomic class, and urbanization can impact cultural differences in children's play.
This document summarizes a study of how some Vermont public school teachers successfully integrate environmental education into their curriculum. The researchers interviewed 9 teachers and observed their outdoor classrooms. They identified 4 emerging themes: 1) building holistic curriculum that connects various subjects to nature, 2) embracing place-based education that explores the local environment, 3) allowing student choice in outdoor activities, and 4) regularly taking classes on adventures outside. The goal was to provide models for engaging students and reconnecting them to nature.
The document summarizes a longitudinal study in Finland that examines children's media environment and media competence from 2007 to 2016. The study involves surveying and interviewing the same group of children at ages 5, 8, 11, and 14 about their media use, social media experiences, commercial media exposure, and developing media skills. It finds that as media has proliferated in homes, parents struggle more to monitor children's media consumption and discuss content with them. It also observes differences in media behaviors between age groups and how individual children and entire cohorts change over time with advances in technology and shifting media landscapes.
The document summarizes how the didgeridoo, a musical instrument from Northern Australia made from hollowed out eucalyptus trees, can be incorporated into education to help develop students' self-concept, sense of belonging, critical thinking skills, and proactivity. It notes that there are currently over 476 million teenagers in the world, comprising 6.7% of the global population, who could benefit from innovative approaches to education.
Di Collins, Journeying Gently, UK
EOE 2011 Metsäkartano, Finland
Into the Woods: About the significance of wood and wilderness for Youth Work in Europe.
This document discusses the benefits of nature schools and outdoor education programs for child development. It notes that nature schools allow children to explore freely in natural environments, which supports physical, social, and emotional development. The document also discusses how children in Western cultures have become disconnected from nature due to increased indoor time and screen use. Nature schools aim to reconnect children with the natural world to promote health, focus, independence and stress reduction. The document reviews several studies that show the positive effects of outdoor education programs and nature exposure on children's connection to nature and overall well-being.
This document summarizes the findings of a study on media use among Finnish children ages 0-8. Interviews were conducted with children in daycares, preschools, and homes across small, medium and large cities in Finland. Observations found that children engage with media like TV, music, books and internet from a young age, often with parents. The study found media provided enjoyment for children and that parents influenced children's media habits through rules and engagement. One difference noted was children from higher-income families mentioned rules about media more than others.
Early Childhood Education Journal, Vol. 29, No. 2, Winter 2001EvonCanales257
Early Childhood Education Journal, Vol. 29, No. 2, Winter 2001 ( 2001)
Environmental Education
The Natural Environment as a Playground for Children:
The Impact of Outdoor Play Activities in Pre-Primary
School Children
Ingunn Fjørtoft1
INTRODUCTION have experienced positive results from being outdoors
in natural environments, but only a few studies have
Norwegian studies have revealed a disquieting ten-
been done in this field (Bang et al., 1989; Fjørtoft, 1999;
dency that children are becoming more sedentary in
Grahn et al., 1997). We know far too little about how
their adolescence. They spend more time, approximately
the natural environment functions as a playground for
three hours a day, on TV, video, and electronic media
children, and we know even less about what effects such
(MMI, 1995). The movement pattern of children has
a playground might have on learning in children. The
changed remarkably the last 10–20 years. The unorgani-
physical outdoor environment, and the natural environ-
sed traditional games, which included lots of moving
ment in particular, as a play habitat for children, has
around, are now changing into sitting in front of your
been a topic of low priority in child research (Bjerke,
private computer playing computer games. Such scenar-
1994).
ios have resulted in several health hazards like increas-
ing obesity in early childhood (Anderson et al., 1998),
THE AFFORDANCE OF NATUREand motor problems in children are reported in several
Scandinavian studies (Due et al., 1991; Hertzberg, 1985; Natural environments represent dynamic and rough
Gilberg and Rasmussen, 1982; Kjos, 1992; Ropeid, playscapes that challenge motor activity in children. The
1997). However, a recent study of the physical activity topography, like slopes and rocks, afford natural obsta-
among 3–7 years old Norwegian children (MMI, 1997) cles that children have to cope with. The vegetation pro-
showed that 75% of the children spend some time out- vides shelters and trees for climbing. The meadows are
doors by their own every day. The most active ones for running and tumbling. Description of physical envi-
practiced several outdoor activities such as skiing and ronments usually focuses almost exclusively on forms.
hiking in the wilderness, climbing trees, enjoying water Heft (1988) suggested an alternative approach to de-
activities, and soccer in the field. Four out of ten chil- scribe the environment, which focused on function
dren expressed a wish for more time for physical activity rather than form. The functional approach corresponds
(Hansen, 1999), but children complain about the lack of better to the children’s relations to their environment.
suitable arenas for play and free time activities, such as Intuitively children use their environment for physical
grounds for climbing, building dens, sliding, and skiing challenges and play; they perceive the functions of the
(Mjaavatn, 1999). Francis (1988) argued that children’s landscape and u ...
This document summarizes research on the benefits of outdoor play and learning environments for young children. It finds that children today spend less time playing outdoors and more time engaged with screens. This lack of outdoor time is linked to issues like obesity, attention problems, and poor physical and mental health. The document then outlines North Carolina's efforts to enhance early childhood outdoor learning environments and professional development through the North Carolina Outdoor Learning Environments Alliance. It shares the Alliance's goals of improving outdoor spaces and teachers' understanding of the importance of outdoor time.
Challenging the conventional wisdom of time children spend outside slides sen...Pat Thomson
This document summarizes research on the time children in Iceland spend outdoors. It finds that over 30% of children spend less than one hour outside per day. Boys are more likely than girls to report not wanting to be outside. The research is based on a survey of 120 sixth grade students that asked about time spent outside, outdoor activities, and visits to natural areas. While outdoor learning at school is common, it typically occurs only 1-4 times per month. More research is needed using different methods to better understand children's outdoor lives and activities.
This document discusses several studies on the relationship between children, nature, and conservation. It notes that children are often excluded from conservation studies that look at factors like race, income, and location. Exposure to green spaces is important for children's cognitive, emotional, and physical development. However, studies show that urban children and those from lower-income families often have less access to nature. The document examines how social views of nature can influence children's understanding of conservation and their relationship with the natural world.
Environmental Interventions for Healthy Development of Young Children in the Outdoors
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
Jenny Roe - Natural Solutions to Tackling Behavior & Performance in Urban Sch...youth_nex
The talk highlights the benefits of green space access in school settings for behavioral and performance outcomes. It presents two studies both carried out in deprived schools in Central Scotland; the first compares the effect of indoor versus outdoor education (delivered in a forest setting) on a range of wellbeing outcomes in teenagers; the second study explores the benefits to memory recall in early years pupils from curriculum tasks carried out indoors versus outdoors in a range of playground settings.
Inspiring environmental citizenship by the learning escapeMark Brown, FRSA
A workshop given by The Learning Escape at the Eco Schools show 2012. Covering Nature Deficit Disorder, Outdoor Learning and Environmental Citizenship. Educators from Whitchurch and Danesfield Manor Schools also talk about how their Learning Escapes have inspired Outdoor Learning and help to promote Environmental Citizenship.
The document outlines several benefits that nature provides to children's health and development based on various studies:
1) Exposure to nature is associated with improved concentration, academic performance, emotional well-being, and reduced stress levels in children.
2) Nature allows for more creative and complex play in children and is associated with reduced symptoms of ADD/ADHD.
3) Positive early experiences with nature are linked to developing stewardship of the environment as adults. Nature exposure in childhood can influence pro-environmental behaviors and values later in life.
1) The document examines connections between childhood experiences in nature and adult environmentalism. It analyzes survey responses from over 2,000 adults about their childhood nature activities and current environmental attitudes and behaviors.
2) The study uses structural equation modeling to test pathways from childhood participation in wild and domesticated nature to adult environmentalism, while controlling for demographic factors. It finds that experiences like hiking, camping, and gardening as a child correlate with stronger environmental attitudes and behaviors as an adult.
3) Prior research also links childhood time outdoors to later environmental preferences, knowledge, and occupations. However, this study considers long-term influences on a representative population, not just environmental professionals.
Role Of Play In Overly Academic Kindergarten Naeyc 2010gesellinstitute
The document discusses the importance of play for young children's development and learning in 3 key points:
1) Recent research shows that children have lost 8 hours per week of free play time in the last two decades due to an increased focus on academics in kindergarten. This has negative impacts on children's social, emotional, and academic development.
2) Developmentally appropriate practice with playful learning leads to better social skills, emotional regulation, motivation for school, and academic outcomes like improved reading and math compared to more traditional academic direct instruction models.
3) Play is essential for building the skills needed for the 21st century like collaboration, communication, creative problem solving, and confidence according to studies. Balancing
This document summarizes research from Iceland on the time children spend outdoors. It finds that over 30% of Icelandic children spend less than 1 hour outside per day. Boys are less likely to want to be outside than girls. The research also found that outdoor learning at schools is relatively infrequent, usually 1-4 times per month. While most children have visited sites near Reykjavik, many have not visited more remote natural areas. Further research is needed to better understand children's outdoor activities and experiences in Iceland.
The document discusses research conducted for a client project on engaging youth audiences in wildlife conservation. Surveys found that most current Yorkshire Wildlife Trust audiences are older, retired individuals. Additional surveys targeted at children ages 4-11 found that many already enjoy nature but interest declines after primary school. The document recommends the project focus on showing younger audiences, especially primary-aged children, how they too can be interested in and help conserve nature.
To enable discussion and creativity in an Early years team on how to develop an enabling learning environment for children outdoors with inspirations from Rudolf Steiner and Forest schools.
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Dr. Montessori lived during the dawn of Industrialization. She realized that embedded within the activities children had experienced for thousands of years conveyed not only direct information but also implicit procedural knowledge (order of operations, cause and effect, etc.). They also provided the precise physical exercise needed to coordinate muscles and strengthen the nervous system. These activities helped the child become independent, and to understand practical matters such as: how food is grown, how clothes are made, and courtesy in social interactions. This knowledge allows children to feel confident concerning their ability to meet their own basic needs.
Life OUTSIDE of the classroom has changed dramatically. For this reason, if we are to be successful, we must also make changes to the activities that take place INSIDE the classroom.
The health and wellbeing team worked with 15 deaf 10th grade students at Thorne Park Deaf School for 6 weeks to improve their social and emotional skills. Research shows that deaf adolescents lag behind hearing peers in social development due to parental restrictions and lack of awareness about subtle communication. The program included activities to build confidence, listening skills, body language, and presentation skills to provide expertise on social media risks. The goal was to give students better life chances by developing skills beyond low literacy levels common for deaf school leavers.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
1. Why Woods? Growing adventure and the importance of contact with trees, woods and forests Liz O’Brien Social and Economic Research Group 7 th -10 th October, 2011 Youth Centre Metsakartano, Finland
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3. ‘ In Glasgow there was no woods at all you couldn’t do anything. All you could do was go outside and play with abandoned cars, stuff like that. There was a wee park, one swing for about 4,000 folk’ (young Man Galshiels)
4. Lack of contact with nature not a new issue! Urban children have become increasingly divorced from the natural environment of forests and fields. Today’s children often learn about nature secondhand. 1977 De-natured childhood and criminalisation of natural play. Nature deficit disorder. 2006
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33. Concepts and theories Natural England. 2011. Children and the natural environment: experiences, influences, interventions
34. Levels of engagement Specific interventions might aid engagement e.g. wilderness therapy, Forest School etc Involved in decision making about the creation or design or management of woods Participation in decision making Cycling, walking, sitting etc. on site Use and being in View from a window, car or walking by a wood A view Involved in decision making and responsibility about management of site Practical hands on work e.g. volunteering Forest school, gathering non timber forest products Virtual or mental image, TV, memory etc. Knowing they exist as part of the landscape for yourself or others Types of activity Ownership or management Active ‘hands on’ engagement Virtual access Existence Levels of engagement
36. Structured activities focused on care Sempik J, Hine, R and Wilcox, D. 2010. Green care: a conceptual framework. Loughborough University
37. Provision of guidance How confident are organisations/managers in providing opportunities for children and young people?
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39. Please visit our website to find out more about our work www.forestresearch.gov.uk/peopleandtrees
Editor's Notes
In this talk I want to focus on children and young people and what seems to be their lack of contact with nature and woodlands sometimes known as nature deficit disorder and wider issues about children’s well-being before moving on to discuss evidence of the benefits and finishing with some concepts and theories
Taken on a summers day at a chilli fiesta 10 children on a single tree in south east England This is what we like to think of children having the opportunity to climb trees and have adventures in woodlands. But not same for all We all remember those special trees with large lower limbs that we climbed, swung and bounced on. Where were you’re favourite places as a child
Extinction of experience Traced back to start of industrial revolution so not new Growing concerns about lack of contact leading: Poorer physical activity, poorer development Lack of interest in and concern for natural environment
But why is nature deficit disorder and extinction of experience occurring? Streets in Bristol that have applied to close the streets to traffic for 2-3 hours per day so children can play on the streets Older young people no place to go Segregation – play happens in designated places but not in others
Concern about safety can restrict movement Illustration of how this translates into restricted movement for today's children
How do we view children in modern society Not sure how typical this is across Europe but certainly in UK Paradox in UK between a shift to a rights agenda for children and national anxiety about them. The simultaneous positing of children as ‘in danger’ or ‘dangerous’ leads to particular approaches to children’s rights on one hand and on the control of them on the other Our polarised views of children and young people are not helping us think about what is best for them Ferral children ASBO’s used mostly with young people Social norms of acceptable behaviour Conditioned by adult views of appropriate behaviour in the public realm – Broken Society!
I want to start by focusing on some key issues/problems faced by children and young people affecting well-being What are we up against Are we creating obesogenic environments?
WHO mental ill health biggest cause of disease burden by 2020
Comparing the UK with other European countries on the child well-being index highlights that UK is low for most of the indicators The UK does not appear in the top third of the table for any of the domains of child WB What causes this?
Parents sometimes don’t mind children doing this as they know where they are
Never seemed so important to get children and young people outside Overview of benefits, next slides on outlining some of the evidence A range of research from physiologists, sociologists, educationalists, outdoor education has outlined how children having contact with nature can I considered whether to talk in detail about a small number of studies or to touch briefly on a range of research from different countries – chose the latter
There are gender differences in play with boys engaged in more rough and tumble play and girls in friendships and social play Need to be careful as parents were asked what they did when young – difficulties of remembering
Also found in climbing trees and building dens young people preferred wild paces to purpose designed and structured woodland playspaces that limited children’s imagination. Korpela in researching 17-18 year olds in Finland found they cited private homes as favourite places – bars, cafes, discos, sports facilities and natural settings
Studies consistent across a number of countries but mostly north america
With a place based approach the value of the environment can be studied in close connection with the physical characteristics of the locations Providing geocoded data
Combine with focus on neighbourhoods and qualitative data gathering
Woods can be an important part of the culture of a country I would say there are an important part of English culture even though we only have 9% woodland cover 72% forest cover – state of europe’s forests Traditional practices of reindeer herding, hunting and fishing still important Survey in 2006 of over 1000 children 6-18 What is stopping for 46% who wanted to visit more often? Hunting of moose, deer, waterfowl, grouse
Improving play spaces in schools does not cost much more than creating a new tarmac playground Natural experiment – opportunity to try new things
physical development, emotional and mental health and well-being, and social and educational development, which may have long-lasting effects into Adulthood What do young people say they value from wild adventure space? The focus groups with teenagers identified the following key benefits: • something to keep you out of trouble • a breathing space, away from family or peer pressures • a place that offers risk and challenge • a place that inspires you to do things • a place where you can do what you want, where you can relax and feel free • a comfortable place, without adults, where won’t be told to go away • a place to have a good time with your friends
Campaign for recognition of the concept that all young people have a right and need to experience adventure outdoors. Explore what works to attract young people from areas and contexts of deprivation to experience wild adventure through innovative approaches. Develop a forum to bring together managers of green and wild adventure places and those trained or experienced in working with young people, including educators, police and social workers. Use this forum to develop partnership working and identify examples of good practice. Develop demonstration projects in a few, targeted areas, where different approaches to providing a welcome for teenagers to wild adventure space are tested.
Cone war = place in forest with pines were they could throw cones at each other Space ship = a big rock affording fantasy play The cliff = steep rocky wall for jumping off, climbing
Digital child track is using a digital computer tool marking leisure routes and routes to school, areas young people normally use and what they do there, areas they avoid or would like to change
Children did tests and went out for the 3 treatments over 3 weeks Controlled for day of week, terrain, season, order of walks Contact with nature might be particularly important for specific groups
Recent PhD work part funded by the FC Becca’s study Explored rates of p.a. during FS and compared to typical school day and day with PE. Children significantly more active during FS and exceeded the daily 1 hour recommneded level at FS 89.4 mins. Little difference between girls and boys at FS Jenny’s study Explored mental health with young people 10-13 in 3 groups No behaviour problem Significant behaviour problem Mental disorder Measured mood on a mood scale before and after typical school day and before and after FS The forest setting was advantageous to mood in all behaviour groups but particularly for those with mental disorder
Key features of FS The use of a woodland (and therefore ‘wild’) setting strict safety rules, flexibility and freedom for child led learning A high adult pupil ratio approx 12 children per session Learning can be linked to the national curriculum and foundation stage objectives The freedom to explore using multiple senses encouraging creative, diverse and imaginative play Regular contact for the children over a significant period of time all year round, all weathers, one morning or afternoon or day per week or fortnight from 2-12 months or more
In a piece of research on a small woodland between two housing estates in London I engaged with local children at their youth club session to ask them about their local wood Peabody Hill Wood and they outlined what they liked and disliked.
The quality of a wood and its entrances can have a big impact on whether people feel able to access an area – also what your allowed to do there. These photos are from Peabody Hill Wood. The SDC publication every child’s future matters
(graduation rates and merit awards) Similar to Ulrich study of hospital patients looking out at tree and gaining benefits
Interviews with people in Norway and Kentucky - adults
Increase the understanding and appreciation, particularly among young people, of the environmental, social, and economic potential of trees, woodlands and forests and of the link between the tree and everyday wood products. (FEI website, 2010) Bottom up partnership
There are a range of theories about the relationships of children and natura env For example the biophilia hypothesis suggests there is a geneticically there is an innate need for contact with nature Theory of affordances looks at dynamic relationship between percpetion and action as we move through a wood and that wood will afford different opportunities for activity engagement for different people Propsect and refuge theory – suggests that we want to look out in the landscape and find a space to be in it. Attention restoration theory – fascination, being away, compatability (meets our needs), extent (entices you in)
How are children and young people engaging with trees and woods and at what level Organised activity School activity Level of engagement may be important to different types or levels of well-being and may change over people’s life course Formal/informal
We have developed a conceptual model to represent the range of factors that enable, mediate, or restrict the realisation of well-being benefits from TWF. This is intended as a dynamic non linear model that can be applied to research case studies (woodland sites/projects) to explore how various factors interact to bring about improvements in well-being for different groups or individuals. Well-being is the outcome of different configurations of and interactions between the physical wood or tree resource, governance structures and processes, the characteristics of individuals or group of beneficiaries and different activity and engagment types
There is also an increasing focus on how woods, nature, green spaces can be part of organised and assisted therapies for those suffering from physical problems or disabilites, those with mental health problems, with emotional and behavioural problems
We also need to translate research and theory into guidance for those on the ground who are providing opportunities – how confident are they to do this. The FC has created guidance for staff and managers to encourage the creation of play spaces and ally health and safety concerns
Evidence is building but to what extent do we need more work on: What nature? - Nearby, far away, quality, type? Good for whom? - Young people, deprived communities, everyone? Under what circumstances? - Types of engagement - existence, hands on? How? - Through restoration processes, physical and physiological processes And longitudinal research that can show changes over time.