Pastoral Wellbeing

Nature play and wellbeing:

Children around the world are spending more time indoors compared to previous generations (Dealey & Stone, 2017). This has stimulated increased focus in research and practice on the benefits of nature contact for child wellbeing (Arola et al., 2023; Frumkin et al., 2017; Kemp & Josephidou, 2021). Developments such as reduced access to natural spaces due to urbanisation, increased use of digital technologies and concerns about the safety of play in natural environments are among the reasons for children having fewer opportunities to experience nature regularly (Beery, 2020; Capaldi et al., 2015; Dankiw et al., 2020).

What does the evidence say about the general benefits of nature play activities?

There is growing research evidence (subject to the limitations noted above) to suggest that nature contact, and nature play, can have multiple benefits for young children. The observed benefits of nature play vary according to what type of nature play is being studied. Broadly, however, some of the overarching described benefits include:

Nature play can improve children’s physical and mental health, sleep, resilience and learning (Arola et al., 2023; Fyfe-Johnson et al., 2021; Puhakka et al., 2019; Ward et al., 2017).
Some research suggests that nature play activities can often be more complex and creative than indoor play (Bento & Dias, 2017; Brussoni et al., 2017). Nature stimulates various types of play (physical, imaginative, sensory-rich and collaborative) that can contribute to various aspects of child development (Beery, 2020; McClain & Vandermaas-Peeler, 2016; Mygind et al., 2021).
When in nature, children often engage in games such as hide-and-seek, fantasy or pretend play activities (Li et al., 2016; McClain & Vandermaas-Peeler, 2016; Mygind et al., 2021). Through playful physical interactions with nature, children can learn and practice both individual and group play behaviours (Agostini et al., 2018; Brussoni et al., 2017). These are useful in developing their social and communication skills (Li et al., 2016; McClain & Vandermaas-Peeler, 2016; Mygind et al., 2021).
When play is child-driven, children gain the benefits of learning about decision making and cooperation with others, negotiating their needs and resolving conflicts (Ernst & Burcak, 2019).
Through independent exploration and overcoming minor challenges and risks, nature play can help children improve their sense of agency, give them a sense of control and promote an understanding of what their bodies are capable of (McClain & Vandermaas-Peeler, 2016; Moore et al., 2021). This can improve children’s confidence, self-esteem and decision-making skills (Puhakka et al., 2019; Ward et al., 2017).
Nature play can encourage children’s social interactions with peers and adults and can be used for familial and intergenerational bonding (Burgess & Ernst, 2020; Li et al., 2016; McClain & Vandermaas-Peeler, 2016; Ward et al., 2017).
By engaging with local landmarks, nature play can also be used for teaching children about the local history and culture, including Indigenous meanings and landmarks in play activities (Moore, 2014). This can also promote cultural awareness and learning (Moore, 2014).
Studies find that children can better self-regulate their emotions when in nature and their mood improves (Puhakka et al., 2019). Young children report many positive emotions from playing outdoors such as feelings of happiness, joy, excitement and relaxation (Coates & Pimlott-Wilson, 2019; McClain & Vandermaas-Peeler, 2016; Moore et al., 2021).