Abstract: This article delves into the intricate relationship between children and nature, tracing its evolution from historical perspectives to its manifestation in the digital age. Beginning with a broad definition of nature and its perception through the eyes of children, the text explores educational philosophies of Jean-Jacques Rousseau and Maria Montessori, emphasizing nature’s pivotal role in child development. It further discusses the contemporary relevance of ecosystem and attachment theories in natural education, highlighting the challenges and transformations brought about by technological advancements, urbanization, and cultural shifts. The discussion aims to illuminate the profound impacts of these changes on the children-nature connection, advocating for innovative approaches to rekindle this essential relationship in the modern context.
Key words: Nature Education; Child Development; Environmental Psychology; Urbanization Impact; Digital Age
1. Nature and Its Perception by Children
Nature encompasses a vast array of concepts and phenomena, from the macrocosms of galaxies to the microcosms of cellular organisms, from the majestic mountains and rivers to the delicate growth of leaves and petals. Through a scientific lens, nature includes biodiversity, signifying all forms of life on Earth and their intricate interactions. It also pertains to geography and climate, forming the diverse natural environments of our planet, showcasing the variety and richness of nature.
As renowned nature poet Gary Snyder suggests, the term “nature” derives from the Latin words ‘natura’ (meaning birth, constitution, character, and the course of things) and ‘nasci’ (to be born). In its broadest sense, nature refers to the material world and all its entities and phenomena. Thus, even machines and toxic wastes are considered part of nature. Another interpretation refers to what we commonly call “the outdoors,” distinct from human-made objects. For instance, Shenzhen might not seem natural on the surface, yet it harbors a variety of secretive, self-organizing wild spaces, from the microorganisms in the humus of its parks to the pigeons dwelling along its shores. In this sense, a city adheres to nature’s broadest laws; it is natural but wild in its components.
For children, nature presents itself in myriad forms. From snails trailing after the rain to tiny sprouts in crevices, from the scent of osmanthus as one walks by a garden to a fortress of mud built by little hands, nature offers every child a vast world for exploration. Unlike the confinements of a tablet or smartwatch, nature doesn’t steal time but provides boundless space for freedom. In the eyes of a child, nature is a pristine canvas awaiting their imagination. Here, they find their own space, filled with freedom, fantasy, and secrets. To them, it’s a treasure far removed from the adult world, untainted by order, status, or wealth, centered only on independence and equality. Nature reveals its vibrant facets, allowing children to connect mentally and emotionally through various sensory stimulations, fostering all-around development and creativity. Even families and children undergoing hardships find solace and healing in nature’s embrace.
When depicting the relationship between children and the natural world, it’s often portrayed vividly and animatedly. Poet John Milton’s metaphor of nature as “sweet wildness” aptly expresses its richness. On one hand, we marvel at nature’s robust fertility and vibrant life force, forming a vast network that offers children an expansive playground; on the other, the wilderness represents the unknown, chaos, and indulgence, potentially harboring demons. Thus, nature is seen as a powerful, educational, yet challenging realm. This book explores “nature” in its primal state, including biodiversity and richness, and its capacity to empower humans, examining its connection with child development.
2. Historical Perspectives: The Educational Philosophies of Rousseau and Montessori
As early as the 18th century, the philosopher Jean-Jacques Rousseau emphasized the importance of children growing up in nature. In his seminal work “Emile,” he proposed a set of educational theories advocating for the respect of children’s natural development processes, allowing them to freely explore and learn in natural environments. Rousseau also believed that nature is not just a resource for learning but a key element in shaping the physical and mental development of children. He emphasized that through contact with nature, children could cultivate observational skills, cognitive abilities, and a sense of aesthetics, as well as learn life skills and social rules through their experiences. With the introduction of this revolutionary educational thought, the idea that “education should be child-centered” was increasingly adopted by educators and expanded upon in practice.
Building on Rousseau’s foundation, Maria Montessori further developed the concept of natural education. As a physician and educator, Montessori deeply understood the significance of sensory experiences in early childhood development. She founded the Montessori method of education, which emphasizes sensory activities and self-directed learning to promote the holistic development of children. Montessori also designed a series of teaching materials and activities based on natural environments and daily life, encouraging children to explore the world through touch, hearing, sight, and other sensory experiences. She believed that natural environments could offer rich sensory stimuli and learning opportunities, aiding in the development of children’s perceptual abilities and cognitive structures.
Globally, many successful cases have demonstrated the contemporary application of Rousseau and Montessori’s natural education philosophies. For instance, Nordic countries’ forest kindergartens emphasize playing and learning in natural settings, allowing children to explore forests and cultivate independence, creativity, and teamwork skills. In the United States, outdoor education programs such as “No Child Left Inside” aim to move children away from electronic screens and into the outdoors, enhancing their understanding of biodiversity through firsthand experiences with nature, thus encouraging healthy lifestyles among families. These practices not only validate the educational philosophies of Rousseau and Montessori but also showcase the irreplaceable role of natural education in fostering children’s comprehensive development.
3. Contemporary Perspectives: Ecological Systems Theory and Attachment Theory
With the deepening of child development theories and growing concerns over environmental issues, the application of ecological systems theory and attachment theory in children’s nature education has received widespread attention and discussion. Ecological systems theory, originally proposed by Urie Bronfenbrenner in the 1970s, emphasizes that individual development occurs within multi-layered environmental systems that interact with and influence each other. Within this framework, children are viewed as living in an ecosystem comprised of various environmental levels, including family, school, community, and the broader society, with the natural environment being an equally important part alongside the social environment.
Applying ecological systems theory to children’s nature education means considering and creating positive educational conditions that enable children to actively interact with the natural environment at all levels. For example, families can provide opportunities for outdoor activities, allowing children to play and explore in nature; schools can offer environmental education courses, teaching natural knowledge and environmental awareness; communities and governments can develop parks and green spaces, providing children with safe natural learning environments. This multi-level, cross-system approach helps to build an environment that supports positive interactions between children and nature, fostering their comprehensive development.
Ecological systems theory provides a comprehensive and systematic theoretical support for the development of children’s nature education from the perspective of the external environment. In contrast, attachment theory, proposed by psychologist John Bowlby, supports children’s integration into nature from the aspect of internal development. This theory emphasizes the long-term impact of early attachment relationships on individual development and extends this to children’s relationships with their surrounding environment, particularly highlighting the importance of providing children with stable and safe natural environments. This enables them to build positive emotional connections with nature through interaction. According to the theory, children’s interactions with nature should begin with establishing stable and secure emotional connections, meaning children need to contact nature in an unthreatening environment to experience its beauty and harmony, thereby forming a sense of belonging and security at the psychological level. This process of “natural attachment” aids in forming positive cognition and emotions towards nature in children. Furthermore, the emotional attachment children develop towards natural environments is a significant motivator for them to engage in environmental conservation behaviors. Studies have shown that when individuals have a deep emotional connection to a natural environment, they are more likely to take action to protect it. Therefore, fostering children’s emotional attachment to nature in natural education not only promotes their personal development but also helps ignite their environmental awareness and sense of responsibility, encouraging them to make environmentally friendly choices in daily life, such as conserving water, reducing plastic use, and participating in environmental activities.
4. The Evolution of Children’s Relationship with Nature in the Digital Age
The transformation of children’s relationship with nature against the backdrop of the digital era is a complex social phenomenon, involving factors such as technological advancement, urbanization processes, and socio-cultural transformations. Firstly, the rapid development of digital technology has had complex impacts on the relationship between children and nature. On one hand, online resources and digital platforms provide a wealth of natural knowledge and virtual experiences, enabling children to learn about distant natural wonders and environmental issues from screens. For instance, Google Earth and National Geographic’s online resources offer platforms for children to explore natural environments around the globe, enhancing their interest in the natural world. However, such virtual contact cannot fully replace real nature experiences; it lacks direct tactile and immersive sensory stimulation, potentially limiting children’s deep perception and emotional connection with nature. On the other hand, excessive use of electronic devices has become a significant factor limiting children’s outdoor activities. Numerous studies show that prolonged screen time reduces the time children spend on outdoor activities, affecting their physical health and social skills development. Research by Pergams and Zaradic (2006) indicated a negative correlation between the use of electronic media and the frequency of children’s participation in nature activities. This trend has become more apparent in the digital age, raising widespread concern in the fields of education and environmental conservation.
Secondly, the urbanization process has led to a reduction of natural spaces in urban environments, directly affecting children’s relationship with nature. As cities expand and populations grow, the natural environments available for children to explore and play in are increasingly diminished. Urban green spaces and parks are often limited in size and unevenly distributed, insufficient to meet the needs of all residents. Additionally, concerns over traffic safety and public security in urban areas limit children’s opportunities to independently explore nature. McAllister’s (2008) research emphasized the importance of urban planning in providing child-friendly natural spaces, noting how urban design can promote positive interactions between children and nature as a critical issue in the context of urbanization. As urbanization progresses, the gap between humans and nature widens. With China’s urbanization rate and other socio-economic changes progressing faster than in any other country, Chinese children face greater challenges in maintaining their relationship with nature. The urban population ratio rose from 39.1% in 2002 to 60.08% in 2022, meaning the urban population increases by more than 20 million people each year. As young people move from rural areas to cities or towns for education, Chinese children are facing the extinction of natural experiences.
Furthermore, socio-cultural changes and alterations in family lifestyles also profoundly affect children’s relationship with nature. Today, the educational pressures and safety concerns faced by families and schools have significantly reduced children’s free time outdoors. Parents’ excessive concern for children’s safety and emphasis on academic achievement further reduce the opportunities for children to engage in natural activities. Additionally, contemporary society’s preference for rapid information access and instant gratification also influences children’s attitudes and behaviors towards nature. In reality, modern children may prefer entertainment and learning through electronic devices rather than direct interaction with the natural environment. Clements (2004) pointed out that the prevalence of electronic media and the constraints of urban living spaces have significantly reduced children’s outdoor activity time, adversely affecting their physical and mental development. Research by Hofferth and Sandberg (2001) also showed that over time, children’s participation in outdoor activities has decreased, while screen time has increased, posing a threat to children’s physical and mental health. Children have almost no opportunity to experience nature themselves, increasing their estrangement from nature and the occurrence of unnecessary side effects, leading to “nature deficit disorder.” This phenomenon was proposed by American journalist and child advocacy advocate Richard Louv in his bestselling book “Last Child in the Woods.” He argues that today’s children are exhibiting worrying developmental trends, such as increased obesity rates, attention disorders, and depression, which are greatly related to the lack of contact with nature.
Changes in family lifestyle, especially the increase in dual-income families, further limit the time families spend together in natural activities. More and more families choose to gather indoors, and many parents are happy to place their children in artificial playgrounds in shopping malls, further reducing children’s opportunities to explore nature outdoors. These lifestyle changes not only affect children’s understanding and experience of nature but may also impact their physical and mental health and the development of social skills. A large body of research indicates that due to changes in lifestyle and increasing life pressures, leisure time for many modern families is decreasing. Nonetheless, unconsciously, watching short videos and playing video games occupy a large portion of many parents’ and children’s leisure time. Combined with dietary habits and sedentary lifestyles, an increasing number of children are troubled by obesity, attention deficits, and other diseases caused by a lack of exercise. Although many charitable organizations are working to reverse these adverse trends, there is still a significant room for improvement.
We have recognized that childhood experiences have undergone profound transformations from the past to the present. In recent years, international organizations have also conducted related research work. A survey commissioned by The Nature Conservancy and funded by Disney asked parents from five countries and regions (the United States, France, Brazil, Mainland China, and Hong Kong) to describe their attitudes towards children and nature. The survey results showed that relatively few parents said their children spend a lot of time in nature. Less than one quarter of American parents (one fifth in other countries) believe their children spend most of their day in parks or natural areas. Most parents in these five places consider the lack of time children spend in nature to be a major issue. In the United States, 65% of respondents believe this problem is “very serious” or “extremely serious.” Parents think that connecting with nature is crucial for children’s development. Among American parents, 82% believe that time in nature is very important for their children’s development, second only to reading. A recent study in Turkey showed that today’s children participate in outdoor play activities much less frequently than their parents, with health conditions, safety issues, lack of environmental opportunities, and the use of technological devices (computers, TVs, tablets, etc.) being the main reasons for these findings. Other studies have found that American children spend an average of only four to seven minutes outdoors each day. Some research suggests that an average child has about 30 minutes of unstructured outdoor play time per day.
This phenomenon is also evident among children in China. In 2013, the Shanghai Oasis Ecological Conservation Communication Center released the “Survey on the Intimacy of Urban Children with Nature,” which showed that among 1,300 children surveyed nationwide, 12.4% of them tend to have a “nature deficit disorder,” such as lack of concentration, poor emotional regulation capacity and environmental adaptability, and a lack of curiosity about nature, with this proportion increasing year by year. The survey also revealed that only 4.8% of children engage in outdoor activities for more than 10 hours a week, while 48.5% of children have less than 3 hours of outdoor activities per week. Another survey on the intimacy of urban children with nature found that 18.6% of children nationwide spend more than 60 minutes a day watching TV, surfing the internet, and playing various electronic games. Regardless of the actual numbers, today’s children spend only a fraction of their time playing outdoors compared to their parents or grandparents. In contrast, these ordinary children spend a significant amount of time every day staring at electronic screens, substituting virtual for real experiences. Most boys accumulate over 10,000 hours of gaming time before the age of 21. Today’s children can recognize thousands of car logos and toy types and accurately state the meanings of current internet slang abbreviations, but they cannot identify less than ten types of plants native to their region. This validates the “extinction of experience” mentioned by writer Robert Michael Pyle, highlighting the vast gulf between children and nature.
If sustainability depends on changing the relationship between humans and nature, then the gap between today’s children and nature will become one of the biggest and most overlooked crises of our time, threatening humanity, and countless other species. In the context of the digital age, we have witnessed the complex evolution of the relationship between children and nature, influenced by technological development, the urbanization process, and socio-cultural changes. This evolution not only reflects the impact of technological progress on human lifestyles but also reveals the restrictions urbanization and socio-cultural transformations impose on children’s daily life scope. These changes pose challenges that place us at a crucial crossroads, prompting us to consider how to find effective methods to reverse this situation and enable China’s children to re-establish their connection with nature in the digital age.
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