Playscape Research

There are many studies and research projects looking at the topic of children and nature. Whether you are doing your own research, writing articles, or need scientific ‘proof’ to help plead your natural playscape case, this short list of studies and sources will help point you in the right direction.

Natural Learning Initiative
North Carolina State University
www.naturalearning.org

Human-Environment Research Laboratory
University of Illinois at Urbana-Champaign
www.herl.uiuc.edu

‘Growing Up in Cities’ Program
United Nations Educational, Scientific, and Cultural
Organization (UNESCO)
www.unesco.org/most/guic/guicmain.htm

Project for Public Spaces
www.pps.org

Results:

Children with nature nearby their homes are more resistant to stress; have lower incidence of behavioral disorders, anxiety, and depression; and have a higher measure of self-worth. The greater the amount of nature exposure, the greater the benefits (Wells & Evans, 2003).
Spending time in nature has been shown to reduce stress and benefit treatment of numerous health conditions (Kahn, 1999).
Symptoms of children with Attention Deficit Disorder (ADD) are relieved after contact with nature. The greener the setting, the more the relief. (Taylor et al., 2001).
Children with views of and contact with nature score higher on tests of concentration and self-discipline. The greener, the better the scores (Wells, 2000; Grahn et al., 1997; Taylor et al., 2002).
Children who play regularly in natural environments show more advanced motor fitness, including coordination, balance and agility, and they are sick less often (Grahn et al., 1997; Fjortoft & Sageie, 2001).
When children play in natural environments, their play is more diverse. There is a higher prevalence of imaginative and creative play that fosters language and collaborative skills (Moore & Wong, 1997; Taylor et al., 1998; Fjortoft, 2000).
Exposure to natural environments improves children's cognitive development by increasing their awareness, reasoning, and observational skills (Pyle, 2002).
Play in a diverse natural environment reduces or eliminates bullying (Malone & Tranter, 2003).
Nature helps children develop powers of observation and creativity, as well as a sense of peace and being at one with the world (Crain, 2001).
Early experiences with the natural world have been positively linked with the development of imagination and the sense of wonder (Cobb, 1977; Louv, 1991).
Wonder is an important motivator for lifelong learning (Wilson, 1997).
Children who play in nature have more positive feelings about each other (Moore, 1996).
Natural environments stimulate social interaction between children (Moore, 1986; Bixler et al., 2002).
Play in outdoor environments stimulates all aspects of child development more readily than indoor environments (Moore & Wong, 1997).
An affinity to and love of nature, along with a positive environmental ethic, grow out of regular contact with and play in the natural world during early childhood (Chawla, 1988; Wilson, 1993; Sobel, 1996, 2002 & 2004; Wilson, 1997; Kahn, 1999; Kals et al., 1999; Moore & Cosco, 2000; Bixler et al., 2002; Kals & Ittner, 2003; Schultz et al., 2004).