Child–nature interaction can be modeled in a nature preschool based on interaction patterns

This article presents qualitative research findings – along with theoretical understandings from constructivist psychology, ecological psychology, and evolutionary psychology -- as a proof of concept (sufficient evidence) that child–nature interaction can be modeled in a nature preschool based on the idea of interaction patterns. The purpose of a proof of concept is to verify that some concept or theory is feasible or has the potential of being used. The qualitative research supporting this proof of concept was based on observational data collected at a nature preschool located at the University of Washington Botanic Gardens.

Researchers analyzed data captured through the filming of children (age 3-5) attending the nature preschool. The filming occurred over a seven-month period in two different outdoor areas of the Botanic Gardens, with each of these areas being divided into five different filming zones. The researchers used a randomized time-sampling method to film the children who spend all their time outside with their teachers in one of the two outdoor areas, each situated in a matrix of trees.

Seven keystone child-nature interaction patterns emerged from the data. The researchers used “nature language” emphasizing ontogenetic (relating to biological growth) and phylogenetic (relating to evolutionary development) significance to name the seven patterns: using one's body vigorously in nature, striking wood on wood, constructing shelter, being in solitude in nature, lying on earth, cohabiting with a wild animal, and being outside in weather. Nature language is a way of speaking about patterns of interaction between humans and nature, their wide range of representations, and “the deeply meaningful and often joyful feelings that they engender.” The 7 keystone interaction patterns identified through this research -- combined with 13 other patterns identified through previous research -- begin to form a model of child-nature interaction patterns of children at a nature preschool. The paper includes a discussion about what the model aims to be in terms of both product and process, how the model can currently be used, and how to further develop the model.

The researchers think they have most of the keystone interaction patterns identified for nature preschools; yet they realize there are others and are involved in ongoing related research. This research is based on the understanding that “there is much to be gained by expanding our understanding of children's engagement with the natural world beyond the scope of play.”