Learning with Nature Idea Book
A Few Words About the Growing Problem of Children’s Disconnection from Nature
“Without continuous hands-on experience, it is impossible for children to acquire a deep intuitive understanding of the natural world that is the foundation of sustainable development. A critical aspect of the present-day crisis in education is that children are becoming separated from daily experience of the natural world.”
Robin C. Moore and Herb H. Wong,
Natural Learning: Creating Environments for Rediscovering Nature’s Way of Teaching
Educators and mental health professionals worldwide are becoming concerned that many of today’s children are no longer able to spend unhurried hours exploring the natural world in the same ways that previous generations enjoyed. Research is showing that children need connections with the natural world as a regular part of their healthy growth and development (Crain, 2001; Kahn & Kellert, 2002; Moore & Wong, 1997; Nabhan & Trimble, 1999). Disconnection from nature is leading to increases in problems such as childhood obesity, children’s dislike and even fear of the outdoors, and increased reliance on behavior-regulating medications (Louv, 2005; Rivkin, 1995; White, 2004).
Research shows a dramatic decline in the amount of time today’s children spend outdoors. Hoffert and Sandberg (2000) site the following statistics: Between 1981 and 1997, the amount of time U.S. children aged six to eight spent playing outdoors decreased by four hours per week while the amount of time they spent indoors in school increased by almost five hours per week.
One result of the reduction of children’s direct experiences with the natural world is the rise of what researchers refer to as biophobia, a fear of the natural world and environmental issues (Sobel, 1996). Research by Wilson (1994) and Simmons (1994), based on personal interviews with groups of children varying in age from preschool to age nine, found that the attitudes children expressed toward various aspects of the natural environment (rain, wildflowers, trees, birds) included more fear and dislike than appreciation, caring or enjoyment. Cohen and Horm-Wingerd (1993) believe that children’s unfounded fears and misconceptions about the natural environment develop when they have very little actual contact with living things and obtain most of their attitudes through the electronic media.
Many children no longer spend long, unstructured hours playing outdoors creating positive bonds with nature. Families and educators must now provide intentional experiences and create spaces that give children the opportunity to better understand and appreciate the natural world. Dimensions’ teacherresearchers have documented much evidence of valuable skill development occurring across all learning domains as children spend daily time in welldesigned outdoor spaces with nurturing adults (Miller, 2007). This is especially true for children with sensory integration challenges (Taylor, Kuo & Sullivan, 2001).
Excerpts from focus group interviews conducted with educators in Dimensions’ research classrooms will be highlighted throughout this book. They provide glimpses into the profound changes that can occur when outdoor spaces become nurturing places for learning with nature. We hope this book will inspire you to bring these kinds of life-changing experiences to children as together you reconnect with the joys of the natural world.