Blog: Exploring Nature in an Indoor and Outdoor Space

Nature deficit disorder is a phrase used to describe a disconnect from nature among
children due to decreased time spent outdoors and a greater interest in indoor activities like video
games. Children get fewer and fewer hours outside as fear increases among parents about the
fears of going outside like strangers and injuries. Teachers cant have complete control about
how much time their students spend outdoors outside of class time, but there are ways to
incorporate nature into the classroom that can help pique childrens interest in the world around
them.
By encouraging childrens interest in nature we can help to promote an interest in outdoor
activity. Studies have shown that students are only active eighteen percent of the time when
indoors, but are physically active forty-one percent of the time during their time spent outdoors
(Herrington & Brussoni, 2015 p. 478). Natural elements help to increase interest in nature but
they also create more opportunities for children to play in a variety of ways. For example a tree
can become a climbing apparatus but it can also provide shelter (Herrington & Brussoni, 2015
p.479). It can also be a habitat for interesting creature and a source of dried leaves for other
activities.
Outdoor recess is an important part of a childs day but for some preschool aged children
and kindergarten students who play in fenced off space, or a less natural play area can sometimes
have very little access to greenery (Herrington & Bussoni, 2015 p. 478). However there are
special parts of this environment that can add to a classroom. There are still interesting pebbles,
colourful leaves and small bugs that may be a fun addition to a classroom with a little research.
Natural elements can be added to almost any center in a typical kindergarten classroom. Objects
like pebbles can be used as a counting tool and leaves can be used to create a variety of art
projects.
Teachers and early childhood educators can also promote an interest in nature and going
outdoors using literature. Children's literature can help to make information clear and
understandable for children without being intimidating. They are a great way to introduce
children to new nature related topics or expand on a topic they've already shown interest in
(Zeece, 1999 p.161-162). Pauline Davey Zeece (1999) states that a good natural science themed
book should be able to give children a complete base of information for children to expand upon
(p.162). They should be able to answer basic questions about the topic presented based on the
information they got from the book (Zeece, 1999 p. 161-163). Nature related books can also
pique the children's interest and therefore build the children's desire to explore and discover new
information.
Children are interested in a variety of topics, and this means that there are a variety of
ways to get children interested in nature and outdoor play. This information helps children
become more physically active and explore nature science topics that will help them form a base
of knowledge for their academic career. From outdoor activities, use of natural materials and
introduction and expansion of ideas through literature children can become familiar with the
elements of nature that interest them and create strong minds and healthy bodies to hlep them
throughout their lives.
 References:

Herrington, S., & Brussoni, M. (2015). Beyond physical activity: The importance of play and
nature-based play spaces for childrens health and development. Current Obesity Reports,
4(4), 477-483. doi:10.1007/s13679-015-179-2
Zeece, P. D. (1999). Things of nature and the nature of things: Natural science- based literature
for young children. Early Childhood Education Journal, 26(3), 161-166.
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