Young Children and Nature

Play is a pivotal part of a child s life. Outdoor play fosters opportunities for creativity, imagination, social connections, and learned behaviors. Natural playscapes offer sensory stimulation and physical diversity which is critical for childhood experiences outdoors. Through careful design, constructed playscapes can be greened to simulate natural playscapes. Greening is the integration of natural elements and processes in a playscape. Children s direct social and individual experiences in nature in early to middle childhood during the developmental window of opportunity between the ages of three and twelve years help shape their environmental identity and guide their environmental actions. Play in greened playgrounds can provide children with experiences in naturalistic landscapes which could impact their morals, values and actions. School yards have the ability to assist in teaching children and act as a safe-haven where parental concerns for safety and risk do not inhibit play. Through understanding these relationships a series of guidelines can be created to provide better childhood playscapes.

Autorentext

Ashley Parsons obtained her Masters in Landscape Architecture and Masters in Urban and Regional Planning in 2011 from Virginia Tech. She also has a Bachelors in Landscape Architecture, minor in Environmental Science, and has received a Certificate in Metropolitan Studies and is a Certified Online Instructor.

Klappentext

Play is a pivotal part of a child s life. Outdoor play fosters opportunities for creativity, imagination, social connections, and learned behaviors. Natural playscapes offer sensory stimulation and physical diversity which is critical for childhood experiences outdoors. Through careful design, constructed playscapes can be greened to simulate natural playscapes. Greening is the integration of natural elements and processes in a playscape. Children s direct social and individual experiences in nature in early to middle childhood during the developmental window of opportunity between the ages of three and twelve years help shape their environmental identity and guide their environmental actions. Play in greened playgrounds can provide children with experiences in naturalistic landscapes which could impact their morals, values and actions. School yards have the ability to assist in teaching children and act as a safe-haven where parental concerns for safety and risk do not inhibit play. Through understanding these relationships a series of guidelines can be created to provide better childhood playscapes.