This study evaluated the relative importance of social factors and accessible nature on what children know about nature in their urban home environment. Extent of nature contact was defined by places children could access independently, places familiar to them, and places with which children could build a relationship. The aim of the study was to determine if the level of nature contact explains most of the variation in children's nature knowledge or if social factors play a more important role.
The 187 children (age 9-11) participating in this study lived in predominantly suburban landscapes in three different New Zealand cities. They represented a diverse population in relation to socioeconomic status and ethnicity. For assessments of nature contact, the researchers worked with individual children to build a computer-based personal map of places they accessed regularly. The map activity used Geographic Information System information about each child's home environment, along with aerial views of this environment. The researchers calculated biodiversity scores of all green spaces (e.g., parks, woodland, sports fields, and private and communal gardens) within each child's home range, based on the potential natural dimensions of the spaces (i.e., species richness, vegetation volume, wildness, features of habitats). By sampling children living in similarly biodiverse neighborhoods, the researchers were able to separate social factors (gender, age, ethnicity, deprivation, independence, only-child status) from environmental (biodiversity) factors influencing nature knowledge. Children's nature knowledge was assessed through knowledge-based questions relating to their home-life experiences, such as where they could go to see birds or find a quiet nature place.
Most of the children (58%) were reasonably knowledgeable about nature in their neighborhoods; fewer than 10% had very limited or no knowledge. While most children had access to a garden -- either private or communal – children in deprived neighborhoods had less access to biodiversity in private spaces than other children. This difference -- while not a major factor in nature knowledge -- highlights the importance of providing biodiverse public spaces close to children's homes. It also suggests that subsidizing householders to create more biodiverse private spaces would increase the amount of nature children in poorer neighborhoods would encounter.
“Ethnicity” had the strongest effect on nature knowledge. A possible explanation for this finding is that personal preferences and lifestyles related to ethnicity or culture may influence the amount of nature children are exposed to. Other social factors influencing nature knowledge were the number of social connections and independence. Children reported more outdoor time and movement when accompanied by friends; thus, increasing their opportunities to encounter nature. Independence referred to the range of movements children were allowed to make without an adult. Children with greater independence had higher nature knowledge scores – again, likely due to their increasing opportunities to encounter nature.
While biodiverse urban environments are important for fostering connections with nature, this research indicates that factors such as independence and number of social connections influence whether or not children actually visit biodiverse spaces. This study also attests to the value of using a child-centric data collection approach when assessing the nature knowledge of children.
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