This study investigated ways in which nature play promotes young children's prosocial behavior. Data was collected from 74 running record observations of young children's behaviors and social interactions over a two-year period as they participated in a nature-preschool program. Data was also collected through interviews with a subset of the children focusing on their feelings and thoughts about nature.
Seven pro-social themes emerged through the analysis of the observational data: (1) respecting nature; (2) respecting people; (3) sharing, helping, and taking turns; (4) building friendships and expressing unity; (5) cooperating and working together as a team; (6) demonstrating empathy; and (7) expressing gratitude. There were frequent demonstrations of these behaviors by the children, including children with disabilities. Also identified through this study were numerous ways in which the teachers encouraged these pro-social behaviors.
This study was conducted at the Schlitz Audubon Nature Center (SANC) Preschool in Milwaukee, Wisconsin. Five researchers participated in the data collection process. The SANC Preschool is located on the grounds of a nature center, and the daily routine includes extended periods of time outdoors in the natural environment. Based on their observations and an analysis of the data, the authors conclude that children can develop pro-social behaviors towards nature and people through well-planned and well-implemented activities in nature. They also note how teachers, parents, and other adults can support and scaffold children's understanding of and respect for nature by drawing attention to the needs and perspectives of other living things. This conclusion is consistent with "Early Childhood Environmental Education: Guidelines for Excellence" published by the North American Association for Environmental Education.
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