Children’s Interactions with Relatively Wild Nature Associated with More Relational Behavior: A Model of Child-Nature Interaction in a Forest Preschool

Spending time in nature plays an important role in children’s physical health and emotional development. Nature preschools are designed to support this by allowing children to spend much of their day outdoors, but little is known about the significance of child-nature interactions in these settings.

In this study, researchers closely observed 49 children attending a forest preschool over a period of 35 weeks. Using video recordings, they carefully tracked children’s actions moment by moment to see how they engaged with their natural surroundings. From these observations, the researchers developed a detailed picture of different ways children interact with nature.

The study found that children showed deeper, more caring, and more respectful interactions with nature when they were in wilder, less managed parts of the forest. In these areas, children were more likely to form connections with plants and animals, coexist with other living things, and act in ways that supported the natural environment.

The findings suggest that experiences in more natural, untamed outdoor spaces are especially important for healthy child development. Such environments may help children build meaningful relationships with the natural world and support their overall growth and well-being.

Abstract

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.