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Coding Manual for Adolescent-Nature Interactions at a Youth Group Home
This technical report provides our coding manual – our systematic method to code qualitative photovoice data – from a study of nature interactions supporting coping and resilience among adolescents with histories of trauma living in a youth group home. Using the interaction pattern method detailed in this coding manual, we coded interview data from 12 adolescents about their meaningful nature interactions. A total of 1212 (Level 1) IPs were coded in these data from the participant’s interviews and categorized into 62 Level 3 IPs such as viewing nature from a different vantage point, moving along the edges of nature, foraging or harvesting edibles to eat or drink, experiencing periodicity of nature, or experiencing nature with others. Related Media Q&A: UW Researchers Examine Mental Impact of Girl Scouts’ Interactions With Nature (April 21, 2025)
Read moreThe Importance of (Not Just Visual) Interaction With Nature: A Study With the Girl Scouts
This study investigated whether children’s nature interactions that are embodied (versus only visual) would be associated with a state of being highly aware without thought, including being in “the present moment,” and/or feeling connected to something beyond the self. We refer to this state of being as Presence in nature. Using an interaction pattern approach, we coded written narratives from 127 Girl Scouts (8-11 years old) about a recent meaningful nature experience and, through a questionnaire designed for the study, assessed the degree to which participants experienced Presence in that nature experience. Exploratory analyses indicated that participants who enacted embodied interactions with nature (e.g., “making snowman,” “wrapping arms around tree,” “talking to chickens”) reported a greater sense of Presence in nature than participants whose interactions relied solely on vision (e.g., “seeing snow,” “seeing moss,” “watching pileated woodpecker”). Discussion focuses on the implications of Girl Scouts’ embodied nature interactions for environmental education. Related Media Q&A: UW Researchers Examine Mental Impact of Girl Scouts’ Interactions With Nature (April 21, 2025)
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Associations of Residential Green Space with Internalizing and Externalizing Behavior in Early Childhood
Figure 1. Associations between residential green space and CBCL scores. Background Green space exposures may promote child mental health and well-being across multiple domains and stages of development. The aim of this study was to investigate associations between residential green space exposures and child mental and behavioral health at age 4–6 years. Methods Children’s internalizing and externalizing behaviors in the Conditions Affecting Neurocognitive Development and Learning in Early Childhood (CANDLE) cohort in Shelby County, Tennessee, were parent-reported on the Child Behavior Checklist (CBCL). We examined three exposures—residential surrounding greenness calculated as the Normalized Difference Vegetation Index (NDVI), tree cover, and park proximity—averaged across the residential history for the year prior to outcome assessment. Linear regression models were adjusted for individual, household, and neighborhood-level confounders across multiple domains. Effect modification by neighborhood socioeconomic conditions was explored using multiplicative interaction terms. Results Children were on average 4.2 years (range 3.8-6.0) at outcome assessment. Among CANDLE mothers, 65% self-identified as Black, 29% as White, and 6% as another or multiple races; 41% had at least a college degree. Higher residential surrounding greenness was associated with lower internalizing behavior scores (-0.66 per 0.1 unit higher NDVI; 95% CI: -1.26, -0.07) in fully-adjusted models. The association between tree cover and internalizing behavior was in the hypothesized direction but confidence intervals included the null (-0.29 per 10% higher tree cover; 95% CI: -0.62, 0.04). No associations were observed between park proximity and internalizing behavior. We did not find any associations with externalizing behaviors or the attention problems subscale. Estimates were larger in neighborhoods with lower socioeconomic opportunity, but interaction terms were not statistically significant. Conclusions Our findings add to the accumulating evidence of the importance of residential green space for the prevention of internalizing problems among young children. This research suggests the prioritization of urban green spaces as a resource for child mental health.
Read moreDigging Into Nature: Outdoor Adventures for Healthier and Happier Kids
Children living in the United States spend an average of 7 hours a day on entertainment media, including TVs, phones, computers, and video game systems. It’s a lose-lose scenario. Kids are suffering the effects of too much screen time and they’re missing out on the very real benefits of spending time outside. Pediatricians and nature experts Pooja Sarin Tandon and Danette Swanson Glassy make the convincing case that children and families will be happier, healthier, and more resilient when spending time in nature. They offer a wealth of suggestions for nature-based activities and suggestions for overcoming common challenges busy families face when trying to increase their outdoor time. The authors address the importance of nature for children’s health at every age from infancy through adolescence and link their suggested activities to key developmental milestones. Digging Into Nature takes an inclusive approach, providing practical tips for parents of children with special health care needs, chronic health conditions, and cultural considerations to help all children reap the gifts that the great outdoors offer. Related Media Podcasts Outdoors Adventures for Happier Kids (November 2024) The Importance of Getting Our Children Into Nature (September 30, 2024) Pediatricians Share Why Kids Need Time in Nature (September 30, 2024) Reviews Parent Review: Digging into Nature (October 14, 2024)
Read moreIndividual and Neighborhood Level Predictors of Children’s Exposure to Residential Greenspace
Figure 1. Distribution of (A) residential surrounding greenness, (B) tree cover, and (C) park proximity, in the CANDLE cohort for the residential address reported at the time of the age 4–6 year study visit (n = 1012). Residential surrounding greenness is assessed using the normalized difference vegetation index (NDVI) within a 300-m radial buffer of the home address. Tree cover is assessed as the percentage of the census block group. Park proximity is assessed as the distance to the nearest boundary of a park; the x-axis is truncated at 5 km for visualization purposes. Inequities in urban greenspace have been identified, though patterns by race and socioeconomic status vary across US settings. We estimated the magnitude of the relationship between a broad mixture of neighborhood-level factors and residential greenspace using weighted quantile sum (WQS) regression, and compared predictive models of greenspace using only neighborhood-level, only individual-level, or multi-level predictors. Greenspace measures included the Normalized Difference Vegetation Index (NDVI), tree canopy, and proximity of the nearest park, for residential locations in Shelby County, Tennessee of children in the CANDLE cohort. Neighborhood measures include socioeconomic and education resources, as well as racial composition and racial residential segregation. In this sample of 1012 mother–child dyads, neighborhood factors were associated with higher NDVI and tree canopy (0.021 unit higher NDVI [95% CI: 0.014, 0.028] per quintile increase in WQS index); homeownership rate, proximity of and enrollment at early childhood education centers, and racial composition, were highly weighted in the WQS index. In models constrained in the opposite direction (0.028 unit lower NDVI [95% CI: − 0.036, − 0.020]), high school graduation rate and teacher experience were highly weighted. In prediction models, adding individual-level predictors to the suite of neighborhood characteristics did not meaningfully improve prediction accuracy for greenspace measures. Our findings highlight disparities in greenspace for families by neighborhood socioeconomic and early education factors, and by race, suggesting several neighborhood indicators for consideration both as potential confounders in studies of greenspace and pediatric health as well as in the development of policies and programs to improve equity in greenspace access.
Read moreChildren 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 moreChildren’s Interactions with Relatively Wild Nature Associated with More Relational Behavior: A Model of Child-Nature Interaction in a Forest Preschool
Figure 1. Annotated maps of the Magnolia and Trillium outdoor nature classroom sites at Fiddleheads Forest Preschool in Seattle, WA. Interaction with nature is vital for children’s physical and psychological development. Nature preschools provide the means for such interaction, but little is known about the significance of child-nature interactions in these settings. Using a randomized time-sampling methodology, we conducted an observational study of 49 children in a forest preschool. Video data was collected over 35 weeks. Based on second-by-second coding, and drawing on Interaction Pattern theory, we developed a model of child-nature interaction in this setting. We then tested our hypothesis that relatively wild areas of this environment would be positively associated with child-nature behaviors that were more relational – that is, behaviors demonstrating a bond with nature or respect, including the ability to cohabitate with other lifeforms, and to promote the well-being of nature. Results confirmed this hypothesis. Discussion focuses on the phylogenetic and ontogenetic significance of the 26 modeled child-nature interactions, and the importance of more wild natural environments for human development and flourishing.
Read morePhysical Activity and Social Interaction Assessments in Schoolyard Settings Using the System for Observing Outdoor Play Environments in Neighborhood Schools (SOOPEN)
Figure 1. (a) Schoolyard 1, (b) schoolyard 2, and (c) schoolyard 3 target areas for SOOPEN observations. Black outlines indicate the boundaries of each target area and white dots indicate the location where observers stood to conduct scans. For example, at School 3 (panel C), zone 1 is a paved surface, zone 2 is a covered basketball court (paved surface), zone 3 is a paved surface, zone 4 is a set of swings, zone 5 is a play structure, and zone 6 is a grass field bordered by a paved walking path Background The schoolyard environment provides key opportunities to promote physical activity and socioemotional development for children. Schoolyards can also serve as a community park resource outside of school hours. We aimed to: (i) implement and evaluate reliability of the System for Observing Outdoor Play Environments in Neighborhood Schools (SOOPEN), (ii) assess schoolyard use by children during recess and community members of all ages outside of school hours, and (iii) investigate relationships of schoolyard and children´s group characteristics with physical activity levels and prosocial interactions. Methods In this cross-sectional study, we observed student and community visitor behavior using SOOPEN at three urban elementary schoolyards in Tacoma, Washington, USA, prior to renovations intended to expand each facility’s use as a community park in neighborhoods with poor park access. We assessed interrater reliability using intraclass correlation coefficients and described current levels of schoolyard use (at the group level), physical activity, and prosocial behavior. Physical activity was assessed on a five-point scale and dichotomized to indicate moderate-to-vigorous physical activity (MVPA). Social interactions were coded as prosocial, antisocial, or neutral. We examined associations of selected schoolyard features and group characteristics with group MVPA and prosocial behavior during recess using modified Poisson regression to estimate prevalence ratios (PR) and 95% confidence intervals (CI). Results We observed a total of 981 activity-defined, informal groups in the schoolyards, and achieved good to excellent interrater reliability using SOOPEN. Community use of the schoolyards during evenings and weekends was limited (n = 56 groups). During 26, 25–50 min recess periods (n = 833 groups), 19% of groups were engaged in MVPA. Schoolyard areas with paved surfaces were associated with more MVPA (PR = 1.52, 95% CI: 1.04, 2.23) compared to field/grass areas; supervised groups were associated with less MVPA than groups not directly supervised by an adult (PR = 0.59, 95% CI: 0.36, 0.96). Schoolyard characteristics were not associated with prosocial behavior. Mixed-gender groups were associated with more MVPA and more prosocial behavior. Conclusions Our study using SOOPEN, a reliable new activity observation tool, highlights the multi-dimensional dynamics of physical activity and social interactions in schoolyards, which could be leveraged to promote healthy behaviors during and outside of school hours.
Read moreTime Spent Interacting with Nature Is Associated with Greater Well-Being for Girl Scouts Before and During the COVID-19 Pandemic
The onset of the COVID-19 pandemic rendered daily life overwhelmingly difficult for many children. Given the compelling evidence for the physical and mental health benefits of interaction with nature, might it be the case that time spent interacting with nature buffered the negative effects of the pandemic for children? To address this question, we conducted a longitudinal investigation with a cohort of 137 Girl Scouts across two time periods: right before the onset of the pandemic (December 2019–February 2020) and one year later (December 2020–February 2021). We found that during the pandemic (compared to pre-pandemic), Girl Scouts fared worse on measures of physical activity, positive emotions, negative emotions, anxiety, behavioral difficulties, and problematic media use. However, by using mixed models, we also found that, on average, Girl Scouts who spent more time interacting with nature fared less poorly (in this sense, “did better”) on measures of physical activity, positive emotions, anxiety, and behavioral difficulties, irrespective of the pandemic. Further analysis revealed that these advantageous associations were present even when accounting for the amount of nature near each child’s home (as measured by the normalized difference vegetation index, percent of natural land cover, and self-reported access to nature). To the best of our knowledge, this is the first study investigating nature interaction and children’s well-being to use data collected from the same cohort prior to and during the pandemic. In addition, we discuss the importance of opportunities to interact with nature for children’s well-being during future periods of social upheaval.
Read moreA Framework for Pediatric Health Care Providers to Promote Active Play in Nature for Children
Aim: Time outdoors and contact with nature are positively associated with a broad range of children’s health outcomes. Pediatricians are uniquely positioned to promote active play in nature (APN) but may face challenges to do so during well child visits. The objective of this study was to understand barriers to children’s APN, before and during the COVID-19 pandemic, and how health care providers could promote APN. Methods: Focus groups were conducted with 14 pediatric providers and interviews with 14 parents (7 in English, 7 in Spanish) of children ages 3 to 10 on public insurance. Dedoose was used for coding and content analysis. We contextualized this work within the WHO’s Commission on Social Determinants of Health conceptual framework. Results: Parents mentioned a range of material circumstances (time, finances, family circumstances, access to safe outdoor play spaces and age-appropriate activities) and behavioral/psychosocial factors (previous experiences in nature, safety, and weather concerns), many of which were exacerbated by the pandemic, that serve as barriers to children’s APN. Providers said they were motivated to talk to families about children’s APN but mentioned barriers to this conversation such as time, other pressing priorities for the visit, and lack of resources to give families. Conclusions: Many pre-pandemic barriers to APN were exacerbated by the COVID-19 pandemic. Well-child visits may be an effective setting to discuss the benefits of APN during and beyond the pandemic, and there is a need for contextually appropriate resources for pediatric providers and families.
Read moreCoding Manual for a Study With the Girl Scouts of Western Washington on the Importance of (Not Just Visual) Interaction With Nature
Linked vs. Non-Linked Nature Description: Coding Example #1 This technical report provides our coding manual – our systematic method to code the qualitative narrative data – from a study of Girl Scouts’ meaningful nature experiences. Other authors on this study (but not on this coding manual) include Joshua J. Lawler, Pooja S. Tandon, Gregory N. Bratman, Sara P. Perrins, and Frances Boyens. Our research question was whether children’s nature interactions that are embodied (vs. only visual) would be associated with eudemonic wellbeing. Using the interaction pattern approach detailed in this coding manual, we coded written narratives from 127 Girl Scouts (8-11 years old) about a recent meaningful nature experience, and, through a novel questionnaire, assessed Presence, a eudemonic state of wellbeing. A total of 372 interactions patterns were coded from the Girl Scouts’ written narratives. Participants who enacted embodied interactions with nature (e.g., “making snowman,” “wrapping arms around tree,” “talking to chickens”) experienced a greater sense of Presence than participants whose interactions relied solely on vision (e.g., “seeing snow,” “seeing moss,” “watching pileated woodpecker”). This technical report provides open access to our core intellectual qualitative work on this project, and can be used by others seeking to employ an interaction pattern approach, or more generally seeking to characterize people’s interactions with nature.
Read moreIn Moral Relationship with Nature: Development and Interaction
One of the overarching problems of the world today is that too many people see themselves as dominating other groups of people, and dominating nature. That is a root problem. And thus part of a core solution builds from Kohlberg’s commitment to a universal moral orientation, though extended to include not only all people but the more-than-human world: animals, trees, plants, species, ecosystems, and the land itself. In this article, Peter Kahn makes a case for this form of ethical extensionism, and then present psychological evidence for it in both children and adults, including studies with inner-city Black youth and their parents. Then he builds on Piaget’s, Kohlberg’s, and Turiel’s emphasis that interaction with the physical and social world is a critical mechanism for development. His corollary is this: that to reverse the incredibly fast human-caused destruction of nature—the wellsprings of human existence—we need to deepen and extend people’s interactions with nature, and with its relatively wild forms, even in urban environments. Toward this end, Dr. Kahn discusses his current body of research and framework for urban design based on what are referred to as interaction patterns.
Read morePark Access and Mental Health Among Parents and Children During the COVID-19 Pandemic
Table 2. Parent and child physical activity and mental health outcomes Background Time spent outdoors and in nature has been associated with numerous benefits to health and well-being. We examined relationships between park access and mental health for children and parents during the COVID-19 pandemic. We also explored associations between park access and co-participation of parent and child in time outdoors, and child and parent physical activity. Methods We used data from 1,000 respondents to a nationally representative U.S. survey of parent–child dyads during October–November 2020. Park access was defined as an affirmative response to: “do you have a park that you can safely walk to within 10 min of your home?” Child mental health was operationalized as the Strengths and Difficulties Questionnaire (SDQ) total difficulties score. The Patient Health Questionnaire-4 (PHQ-4) total score assessed parent mental health and the International Physical Activity Questionnaire (IPAQ) assessed parent physical activity. Child physical activity and co-participation in outdoor activity were reported as number of days in the prior week. Linear regression was used to examine relationships between park access and health outcomes in models adjusted for child and parent characteristics and COVID-19 impact. Results Our sample included 500 parents of children ages 6–10 years, and 500 parent–child dyads of children ages 11–17 years. Park access was associated with a lower SDQ total score among children (β: -1.26, 95% CI: -2.25, -0.27) and a lower PHQ-4 total score among parents (β: -0.89, 95% CI: -1.39, -0.40). In models stratified by child age, these associations were observed for SDQ scores among adolescents ages 11–17 and for PHQ-4 scores among parents of children ages 6–10 years. Park access was also associated with 0.50 more days/week of co-participation in outdoor time (95% CI: 0.16, 0.84), and higher levels of parent physical activity (β: 1009 MET-min/week, 95% CI: 301, 1717), but not child physical activity (β: 0.31 days/week, 95% CI: -0.03, 0.66). Conclusions Park access was associated with better mental health among children and parents, and more parent physical activity and parent–child co-participation in outdoor activity during the COVID-19 pandemic. Access to nearby parks may be an important resource to promote health and well-being, for both individuals and families.
Read moreAssociations of Residential Brownness and Greenness with Fasting Glucose in Young Healthy Adults Living in the Desert
Figure 1. Aerial image showing examples of brownness, greenness, and grayness in a residential area of El Paso, Texas, in June, 2019. Image source: GoogleEarth®, © 2020 Google; © 2020 INEGI. Evolutionary psychology theories propose that contact with green, natural environments may benefit physical health, but little comparable evidence exists for brown, natural environments, such as the desert. In this study, we examined the association between “brownness” and “greenness” with fasting glucose among young residents of El Paso, Texas. We defined brownness as the surface not covered by vegetation or impervious land within Euclidian buffers around participants’ homes. Fasting glucose along with demographic and behavioral data were obtained from the Nurse Engagement and Wellness Study (n = 517). We found that residential proximity to brownness was not associated with fasting glucose when modeled independently. In contrast, we found that residential greenness was associated with decreased levels of fasting glucose, despite the relatively low levels of greenness within the predominantly desert environment of El Paso. A difference between the top and bottom greenness exposure quartiles within a 250 m buffer was associated with a 3.5 mg/dL decrease in fasting glucose levels (95% confidence interval: −6.2, −0.8). Our results suggest that within the understudied context of the desert, green vegetation may be health promoting to a degree that is similar to other, non-desert locations in the world that have higher baselines levels of green.
Read moreNature and Children’s Health: A Systematic Review
The American Academy of Pediatrics has long recognized the importance of play and has encouraged outdoor play to promote children’s health and social-emotional development. Outdoor play environments vary widely, from urban parking lots to grass sports fields to wilderness. There is increasing evidence that outdoor play environments containing natural elements may offer health benefits that come specifically from engaging in the natural world. Recent studies have demonstrated that a broad range of outcomes are related to access to, and contact with nature, including increased physical activity, reduced obesity, decreased stress, and improved mental health. However, nature contact is not regularly experienced by all children because of urbanization, sedentary indoor lifestyles, and disparities in access to green space. Neighborhoods with more socioeconomically disadvantaged residents and families of color tend to have fewer nearby residential parks, and financial and transportation limitations that prevent access to parks and wilderness outside of city limits. This inequity extends to school grounds in low-income neighborhoods, which are less likely to have school gardens compared with schools in high-income neighborhoods. Furthermore, there is evidence that contact with nature and green space may disproportionately benefit disadvantaged populations by attenuating the toxic effects of poverty: the so-called “equigenic” effect. For these reasons, promoting nature contact and ensuring equitable access to green spaces could play a role in improving health outcomes and behaviors, and reducing health disparities. Pediatricians are uniquely positioned to offer guidance about evidence-informed interventions to promote child health during clinical interactions, and through community advocacy. Our goal was to conduct a systematic review to aggregate and evaluate the evidence regarding the effects of nature contact on children’s health, and to make it available to pediatric health care providers. Therefore, we explore the full breadth of quantitative evidence with a systematic literature search and consensus-based review process to make the evidence accessible on which to base clinical recommendations, health-promoting programs, and policies and to guide future research. Related News As Outdoor Preschools Gain Traction, States Work to Unlock Funding (January 27, 2023) Nature is Nurture: Outdoors are Key to Children’s Health, Buffer to Pandemic Stress (November 5, 2021) Children with access to nature are mentally and physically healthier (September 30, 2021) Science backs nature as key to children’s health (September 29, 2021)
Read moreTime Spent in Nature is Associated with Increased Pro-Environmental Attitudes and Behaviors
Urbanization, screen dependency, and the changing nature of childhood and parenting have led to increased time indoors, creating physical and emotional distancing from nature and time spent in natural environments. Substantial evidence from observational and intervention studies indicates that overall time spent in nature leads to increased perceived value for connectedness to nature and, subsequently, greater pro-environmental attitudes and behaviors (PEAB). This narrative review of the recent literature evaluates associations between time spent in nature with values ascribed to nature and nature connectedness, as well as PEAB. We discuss the influence of nature exposure and education in childhood on subsequent development of PEAB in adulthood. We analyze theoretical frameworks applied to this research as well as metrics employed, populations studied, and individual and societal values before presenting limitations of this research. We conclude with suggestions for future research directions based on current knowledge, underscoring the importance of promoting time spent in nature and PEAB in the face of growing challenges to planetary health. Research indicates that overall time spent in nature, regardless of the quality of environmental conditions, leads to increased perceived values ascribed to nature, which is associated with PEAB; however, this literature is predominantly cross-sectional. Furthermore, personal and social factors may influence PEAB. Thus, more longitudinal studies that consider these factors are needed to assess the duration and frequency of time spent in nature in childhood and its impact on PEAB throughout the life course. Identifying contexts which cultivate PEAB and reverse alienation from nature beginning in childhood may better sensitize adults to the urgency of environmental issues such as climate change, which adversely impact individual and environmental health.
Read moreWhen Screen Time Isn’t Screen Time: Tensions and Needs Between Tweens and Their Parents During Nature-Based Exploration
Figure 1: Screens of the NatureCollection app 1: Onboarding “What are your interests?” 2: Homepage 3: My Collections 4: Classification 5: Challenges We investigated the experiences of 15 parents and their tween children (ages 8-12, n=23) during nature explorations using the NatureCollections app, a mobile application that connects children with nature. Drawing on parent interviews and in-app audio recordings from a 2-week deployment study, we found that tweens’ experiences with the NatureCollections app were influenced by tensions surrounding how parents and tweens negotiate technology use more broadly. Despite these tensions, the app succeeded in engaging tweens in outdoor nature explorations, and parents valued the shared family experiences around nature. Parents desired the app to support family bonding and inform them about how their tween used the app. This work shows how applications intended to support enriching youth experiences are experienced in the context of screen time tensions between parents and tween during a transitional period of child development. We offer recommendations for designing digital experiences to support family needs and reduce screen time tensions.
Read more“Otter this World”: Can a Mobile Application Promote Children’s Connectedness to Nature?
Can a mobile application encourage children to spend more time outdoors and promote their connectedness to nature? In this paper, we present results from a three-week experimental deployment study of NatureCollections, a mobile application that allows users to build, curate, and share nature photo collections. Twenty-eight children (aged 9-12) and their parents participated in the study; 15 used the NatureCollections app, and 13 used a basic Photo app. We found that the NatureCollections app significantly increased the time children spent outdoors compared to the Photo app. Children in both groups said they felt happy and excited about spending time in nature. However, children in the NatureCollections group reported that time spent outside with the app increased their curiosity about the types of species and plants they saw and photographed. Children in the NatureCollections group also engaged in nature-based conversations with their parents, and even sought to look up information online about the plants and animals they observed. In contrast, children in the basic Photo app group did not display this level of curiosity about what they saw in nature, and the photos they took were driven largely by the aesthetic qualities of nature elements. Our results suggest that NatureCollections promotes and supports children’s connectedness to nature.
Read moreIllnesses and Injuries at Nature Preschools
A binder with a larger version of the log shown above, with spacing set for eight children on each page, was provided to preschool teachers participating in this study. The log was created to enable teachers to systematically and easily record absences due to illness and injuries occurring during the preschool day. All preschool teachers received a 15 to 20 min training on how to use the log prior to the start of the study. Nature preschools, where children spend the entire school day outdoors, are increasingly popular, but their health consequences have not been well researched. This study tested the hypothesis that nature preschools and conventional preschools differ in their illness and injury incidence, by comparing observed illness and injury occurrence in the two types of schools. For 14 weeks, teachers at five nature preschools and four conventional preschools in Seattle, Washington logged absences due to illness. Two nature preschools and three conventional preschools also logged injuries that occurred during the school day. There was no difference in illness incidence by preschool type, and no serious injuries were reported in either setting. Overall, the study found that nature preschools are a healthy and safe child-care model.
Read moreSparking Interest: A Design Framework for Mobile Technologies to Promote Children’s Interest in Nature
Can a mobile app engage children in explorations of the natural world and promote their interest in nature? Drawing on theory related to interest development and research on mobile learning technologies, we derived a set of four design principles to support the development of children’s personal interest in nature. We co-designed with 7 children ages 7–12 a set of interest-centered design strategies to implement each of the following principles: (1) personal relevance, (2) focused attention, (3) social interactions, and (4) opportunities for continued engagement. We applied these strategies to design NatureCollections, a mobile application that allows children to build, curate, and share nature photo collections. We conducted an in-situ case study with 18 children ages 7–11 years who used the NatureCollections app to take pictures of their natural surroundings. Qualitative indicators suggest NatureCollections succeeded in directing children’s attention to and promoting close observation of the natural elements in their surroundings, and prompted playful, nature-related conversations with peers and parents.
Read moreAre California Elementary School Test Scores More Strongly Associated With Urban Trees Than Poverty?
Figure 1. Model selection results for several common variables for student test performance on a sample of California fifth grade classes. Effect sizes (A) were significant for urban/rural location, % minority representation and % student body on free and reduced lunches. Minority representation (B) showed the strongest signal, with a two SD difference in minorities associated with a 100 point difference in overall test scores. Unprecedented rates of urbanization are changing our understanding of the ways in which children build connections to the natural world, including the importance of educational settings in affecting this relationship. In addition to influencing human-nature connection, greenspace around school grounds has been associated with benefits to students’ cognitive function. Questions remain regarding the size of this benefit relative to other factors, and which features of greenspace are responsible for these effects. We conducted a large-scale correlative study subsampling elementary schools (n = 495) in ecologically, socially and economically diverse California. After controlling for common educational determinants (e.g., socio-economic status, race/ethnicity, student teacher ratio, and gender ratio) we found a significant, positive association between test scores and tree and shrub cover within 750 and 1000 m of urban schools. Tree and shrub cover was not associated with test scores in rural schools or five buffers closer to urban schools (10, 50, 100, 300, and 500 m). Two other greenspace variables (NDVI and agricultural area) were not associated with test performance at any of the analyzed buffer distances for rural or urban schools. Minority representation had the largest effect size on standardized test scores (8.1% difference in scores with 2SD difference in variable), followed by tree and shrub cover around urban schools, which had a large effect size (2.9–3.0% at 750 and 1000 m) with variance from minority representation and socioeconomic status (effect size 2.4%) included. Within our urban sample, average tree-cover schools performed 4.2% (3.9–4.4, and 95% CI) better in terms of standardized test scores than low tree-cover urban schools. Our findings support the conclusion that neighborhood-scale (750–1000 m) urban tree and shrub cover is associated with school performance, and indicate that this element of greenspace may be an important factor to consider when studying the cognitive impacts of the learning environment. These results support the design of experimental tests of tree planting interventions for educational benefits.
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 moreCo-Engagement with the Natural World through an Interactive Mobile Application
Figure 1: Screens of the NatureCollection app 1: Onboarding “What are your interests?” 2: Homepage 3: My Collections 4: Classification 5: Challenges As part of our research, we are studying the potential for interactive technologies to create opportunities for children to connect with nature. We developed a beta version of a mobile application, NatureCollections, that was co-designed with KidsTeam UW, that aims to engage young children (ages 7-12) in an exploration of the natural world. The app allows children to build, curate and share photo collections through individual challenges and simple photo classification walkthroughs. The app will also seek to facilitate collaborative play through team scavenger hunts and photo challenges. We piloted an app evaluation with 8 children in a botanic garden. Initial qualitative observations suggest promising results for the effectiveness of NatureCollections to draw children’s attention to their natural surroundings and spark playful social interactions. In the upcoming months, we plan to qualitatively and quantitatively assess the app’s ability to motivate children to spend more time outside. Later, we plan to deploy the app to evaluate its effect in increased connectedness to nature in situ. We believe the Workshop on Playing Together: the importance of joint engagement in the design of technology for children will be an excellent venue to discuss our design work and pilot results. We are also excited to learn from other real world case studies presented at the workshop on how we could focus our app interactions on co-engaging children with the natural context around them.
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 moreA Study of Community Design, Greenness, and Physical Activity in Children using Satellite, GPS and Accelerometer Data
Fig. 1. Geovisualization of a child’s personal monitoring points show MVPA occurring within green areas and during active transport (* home points shifted for confidentiality). This study examined relationships between greenness exposure and free-living physical activity behavior of children in smart growth and conventionally designed communities. Normalized Difference Vegetation Index (NDVI) was used to quantify children’s (n=208) greenness exposure at 30-s epoch accelerometer and GPS data points. A generalized linear mixed model with a kernel density smoothing term for addressing spatial autocorrelation was fit to analyze residential neighborhood activity data. Excluding activity at home and during school-hours, an epoch-level analysis found momentary greenness exposure was positively associated with the likelihood of contemporaneous moderate-to-vigorous physical activity (MVPA). This association was stronger for smart growth residents who experienced a 39% increase in odds of MVPA for a 10th to 90th percentile increase in exposure to greenness (OR=1.39, 95% CI 1.36–1.44). An individual-level analysis found children who experienced >20 min of daily exposure to greener spaces (>90th percentile) engaged in nearly 5 times the daily rate of MVPA of children with nearly zero daily exposure to greener spaces (95% CI 3.09–7.20).
Read moreIn the Orchard: Farm Worker Children’s Moral and Environmental Reasoning
Fig. 1. Developmental difference in use of biocentric reasoning categories. N= 40. Error bars= standard error of mean. ⁎χ2 (1, N= 40)= 5.23, pb.05, φ= .36, pb.05. In this study, farm worker children (N = 40) in 2nd and 5th grade were interviewed about (a) their conceptions and judgments of pesticide exposure and (b) their reasoning about the moral standing of nature. First, results showed that all participants negatively judged pesticide exposure based on moral obligatory criteria. Yet, most children accepted pesticide use in the orchards where they lived. Their reasoning was either based on assumptions that certain practices eliminated potential harms or coordination of potential physical harms with concerns for financial security. Second, participants expressed biocentric considerations (wherein nature is accorded moral standing) when reasoning about harms to nature. The results provide evidence of biocentric reasoning earlier than previously shown in the developmental literature, and indicate a developmental shift in the form of biocentric reasoning. Finally, the results offer support of a new methodology for disentangling human considerations from environmental moral reasoning.
Read moreChildren’s Affiliations with Nature: Structure, Development, and the Problem of Environmental Generational Amnesia
How do children reason about environmental problems? Are there universal features in children’s environmental conceptions and values? How important is it that children and young adults-like the Portuguese student above who remembers having seen a dolphin in the Rio Tejo experience natural wonders? Finally, what happens to children’s environmental commitments and sensibilities when they grow up in environmentally degraded conditions? This chapter reports on the results of five studies that the author and various colleagues conducted. In these studies, children were interviewed in diverse locations about their environmental moral conceptions and values. The author also seeks to explicate two ideas that frame his theoretical approach to investigating children’s affiliations with nature–structure and development. Finally, the author builds on the structural-developmental framework and his research findings to articulate what may be one of the most pressing and unrecognized problems of the current age—the problem of environmental generational amnesia.
Read moreBayous and Jungle Rivers: Cross-Cultural Perspectives on Children’s Environmental Moral Reasoning
Similarities in moral concerns and obligations to the environment were found in the moral reasoning of African American children in Houston and Brazilian children in a large city and in a small river village.
Read moreDevelopmental Psychology and the Biophilia Hypothesis: Children’s Affiliation with Nature
A venturesome hypothesis has been put forth by Wilson (1984), Kellert (1996), and others and has been receiving increasing support. The hypothesis asserts the existence of biophilia, a fundamental, genetically based human need and propensity to affiliate with other living organisms. A review of the biophilia literature sets into motion three overarching concerns. One focuses on the genetic basis of biophilia. A second focuses on how to understand seemingly negative affiliations with nature within the biophilic framework. A third focuses on the quality of supporting evidence and whether the biophilia hypothesis can be disconfirmed. Through this critical examination, biophilia emerges as a valuable interdisciplinary framework for investigating the human affiliation with nature. Yet it is clearly a nascent framework, and some of its potential lies in charting a stronger ontogenetic course. Toward this end, in the second half of this article a structural–developmental approach is framed for investigating biophilia. Support for this approach is provided by discussing the author’s recent studies—conducted in the United States and in the Brazilian Amazon—on children’s environmental reasoning and values.
Read moreAlong the Rio Negro: Brazilian Children’s Environmental Views and Values
Children in urban and rural parts of the Brazilian Amazon were interviewed in Portuguese on how they understand and value their relationship with the natural environment. Forty-four 5th-grade children (mean age = 13 years, 8 months) participated. Children in both locations were aware of environmental problems, believed that throwing garbage in the Rio Negro harmed various parts of the environment (i.e., birds, insects, the view of the river, and people who live along the river), and cared that such harm might occur. Moreover, children believed that throwing garbage in the Rio Negro constituted a violation of a moral obligation. Children supported the conservation of the Amazon rainforest. Additional analyses showed striking similarities between this Brazilian population and a population of African American urban children in the United States
Read moreEnvironmental Views and Values of Children in an Inner‐City Black Community
72 children across grades 1, 3, and 5 (mean ages, 7–5, 9–6, and 11–4) from an economically impoverished inner-city Black community were interviewed on their views and values about the natural environment. Assessments were made on whether children were aware of environmental problems, discussed environmental issues with their family, valued aspects of nature, and acted to help the environment. Additional assessments pertained to the prescriptivity and generalizability, and supporting justifications, of children’s normative environmental judgments based on a hypothetical scenario that involved polluting a waterway. Overall, children showed sensitivity to nature and awareness of environmental problems, although attenuated by both developmental and cultural factors. Most children believed that polluting a waterway was a violation of a moral obligation. Children’s environmental moral reasoning largely focused on homocentric considerations (e.g., that nature ought to be protected in order to protect human welfare). With much less frequency, children focused on biocentric considerations (e.g., that nature has intrinsic value or rights). Findings are discussed in terms of moral-developmental theory, and the place of social-cognitive research in understanding the human relationship to the natural environment.
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.
Read moreNatureCollections: Can A Mobile Application Trigger Children’s Interest In Nature?
Figure 1. a. Student taking a close-up shot of a flower b. One student pointing nature element to her peers a c. Students walking and scanning their surroundings. In this study, we investigate whether and how a mobile application called NatureCollections supports children’s triggered situational interest in nature. Developed from an interest-centered design framework, NatureCollections allows children to build and curate their own customized photo collections of nature. We conducted a comparison study at an urban community garden with 57 sixth graders across 4 science classrooms. Students in two classrooms (n = 15 and 16) used the NatureCollections app, and students in another two classrooms (n = 13 and 13) used a basic Camera app. We found that NatureCollections succeeded in focusing students’ attention–an important aspect of interest development– through sensory engagement with the natural characteristics in their surroundings. Students who used NatureCollections moved slower in space while scanning their surroundings for specific elements (e.g., flowers, birds) to photograph. In contrast, students who used the basic Camera app were more drawn to aesthetic aspects (e.g., color, shape) and tended to explore their surroundings through the device screen. NatureCollections supported other dimensions of interest development, including personal relevance, social interactions, and positive experiences for continued engagement. Our findings further showed that the NatureCollections app facilitated students’ scientific discourse with their peers.
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