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Children in Hong Kong Interacting with Relatively Wild Nature (vs. Domestic Nature) Engage in Less Dominating and More Relational Behaviors
Figure 1. Examples of relatively wild areas and relatively domestic areas. Might interacting with relatively wild forms of nature help move our world away from its largely domination-oriented and destructive sensibilities? Toward broaching this question, this study used an Interaction Pattern Approach to model child-nature interaction in a Hong Kong nature program. Observational video data were collected of 54 children (mean age 4.8 years) while they were playing in relatively wild or domestic landscapes. In total, 708 interactions were coded and categorized based on 37 distinct interaction patterns. Based on this modeling, we then tested two hypotheses: (1) that in the more domesticated nature areas, children would engage in more domination interaction patterns (e.g., catching wild animals), and (2) in the more wild nature areas, children would engage in more relational interaction patterns (e.g., cohabitating with wild animals). Both hypotheses were supported statistically. Discussion focuses on the importance of interacting with relatively wild aspects of nature, even in urban areas.
Read moreCoding Manual for “The Nature Voices of People Who Visit Discovery Park: An Interaction Pattern Approach”
Interaction with nature is vital for human physical health and mental well-being, yet urban development continues to put pressures on natural areas that allow for essential forms of human-nature interaction. Discovery Park, the largest park within Seattle—with over 500 acres and almost 12 miles of walking trails—is a case in point insofar as some Seattle constituents would like to develop some of its open space. The goal of this research is to give voice to how visitors of Discovery Park interact with nature at the park. To accomplish this, we applied an Interaction Pattern Approach, where “interaction patterns” are defined as fundamental ways of interacting with nature that are characterized abstractly enough such that many different instantiations of each pattern can be engendered. After their visit to Discovery Park, participants were asked to access our website (what we called “the Nature Language Website”) to write a few sentences or paragraphs that described a meaningful experience they had interacting with nature in the park. Participants were also asked a few demographic questions. This technical report provides our coding manual—our systematic method to code the qualitative data—of people who visited Discovery Park, and who wrote of how they interacted with nature in the park. This technical report thereby provides open access to our core intellectual qualitative work on this project. It can be used by others to conduct related research on how people interact with nature, and especially natural landscapes.
Read moreModeling Child–Nature Interaction in a Nature Preschool: A Proof of Concept
This article provides a proof of concept for an approach to modeling child–nature interaction based on the idea of interaction patterns: characterizations of essential features of interaction between humans and nature, specified abstractly enough such that countless different instantiations of each one can occur – in more domestic or wild forms – given different types of nature, people, and purposes. The model draws from constructivist psychology, ecological psychology, and evolutionary psychology, and is grounded in observational data collected through a time-sampling methodology at a nature preschool. Through using a nature language that emphasizes ontogenetic and phylogenetic significance, seven keystone interaction patterns are described for this nature preschool: using one’s body vigorously in nature, striking wood on wood, constructing shelter, being in solitude in nature, lying on earth, cohabiting with a wild animal, and being outside in weather. These 7 interactions patterns are then brought together with 13 other patterns published elsewhere to provide a total of 20 keystone interaction patterns that begin to fill out the model, and to show its promise. Discussion focuses on what the model aims to be in terms of both product and process, on what work the model can currently do, and how to further develop the model.
Read moreThe Importance of Children Interacting with Big Nature
Figure 1. A smoggy day in Beijing. The problem of environmental generational amnesia is that nature gets increasingly diminished and degraded, but children of each generation perceive the environment into which they are born as normal. Thus, across generations, the baseline shifts downward for what counts as healthy nature. One solution is to broaden and deepen children’s interactions with nature, and whenever possible, with big nature. To convey how this solution looks in practice, we draw from our observational data of children in a forest nature preschool to identify patterns of interaction with nature and illustrate how these interaction patterns may help children develop environmental capabilities, values, knowledge, intimacies, and relationships.
Read moreChild-Nature Interaction in a Forest Preschool
Children participating in activities at Fiddleheads Forest School. In 2012 there were only around 25 nature preschools and kindergartens in the United States; now there are well over 250. It is a national movement that is gaining momentum. It is an exciting time because in principle these schools have within them the kernels to transform the world through increasing children’s direct interaction with nature and a more wild nature than that exists in most urban children’s lives. In this paper we begin to characterize forms of child-nature interaction that occur in one specific nature preschool, Fiddleheads Forest Preschool in Seattle, Washington, USA. Based on our observational data, derived through a randomized time-sampling methodology, we modeled child-nature interaction using what we call interaction patterns: characterizations of essential ways of interacting with nature described abstractly enough such that the pattern can be instantiated in different ways, across diverse forms of nature. Specifically, we use a nature language to describe (with photographs) eight interaction patterns: leaning on and hanging from supple tree limbs, climbing high in small tree, looking at wild animals, imitating animals, imagining nature to be something other than it is, making boundaries on earth, pushing the edges of boundaries, and waiting attentively in nature. Through an interaction pattern approach, we seek to provide insight into what is actually happening on the ground at a forest preschool and how that provides a key solution to the problem of environmental generational amnesia.
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