‘The research suggests children can raise their achievement level, increase their motivation, heighten their understanding, accelerate their learning timeline, and expand their creativity through motor skills, music, and proper nutrition’ – Dr. Mary McCabe, a leading expert in physical education and health of young children, citing more than 80 brain research studies that suggest that the development of motor skills (movement) helps to facilitate academic readiness and learning.

  • Spending time in natural environments as a child is associated with adult pro-environment attitudes and feelings of being connected with the natural world, and is also associated with a stronger sense of place.
  • Spending time in nearby nature leads to improvements in mental health and emotional regulation, both for specific groups of children (such as those with ADHD) and for children as a whole.
  • Children who take part in school gardening projects improve in scientific learning more than those who do not, and have healthier eating habits.
  • Experience of green environments is associated with greater environmental knowledge.
  • Play in natural environments leads to improvements in motor fitness for pre-school children.
  • The way people feel in pleasing natural environments enhances their creative problem solving abilities and creativity.
  • Children playing in nature are more likely to have positive feelings towards each other and their surroundings
  • Opportunities for play in large outdoor spaces allow children to develop security, self confidence and independence
  • Climbing develops the brain – Climbing involves using both sides of the brain, co-ordinating hand and feet movement, eye movement. Good for the development of spatial awareness and cognitive development. Climbing trees necessitates making decisions. The precision required to manoeuvre develops gross and fine motor skills, and is similar to the fine control required to play musical instruments.
  • Self discovery – through making their own choices, children develop and validate their individuality
  • Increased concentration and cognitive function, and improved recall of information
  • Increased fitness and general health
  • Using many areas of the brain together: challenging physical activity such as climbing a tree engages parts of the brain which indoor activities don’t, and result in new personal development.
  • Increased motor skills, sense of balance and physical co ordination
  • Facilitates more creative and imaginative play and creates a capacity for learning
  • Awe and wonder – at sunlight, flowers, insects and natural processes. Early experiences have been positively linked with the development of imagination and a sense of wonder. Wonder is an important motivator for life long learning.
  • Children become more resilient to stress
  • ‘It is before the age of 7 years — ages traditionally known as ‘pre-academic’ — when children desperately need to have a multitude of whole-body sensory experiences on a daily basis in order to develop strong bodies and minds. This is best done outside where the senses are fully ignited and young bodies are challenged by the uneven and unpredictable, ever-changing terrain’ – Angela Hanscom, founder of TimberNook nature-based camps in New England
  • ‘Outdoor play equates with being; indoor play equates with doing’ – Tim Gill, Rethinking Childhood
  • Hinchcliff 2011: the benefits of ‘experiences that allow content to unfold rather than already be defined’
  • Edith Cobb 1969: Ecology of the imagination in childhood. Ecological relatedness and acute sensory responses – elation
  • ‘We think in all the ways we experience’ – Ken Robinson. So being in new and varied environments and moving in new ways supports new ways of thinking