After-school programs can foster children’s nature connectedness through frequent experiences in nearby natureNature connectedness is a sense of belonging, care, and responsibility toward nature that involves cognitive, emotional, and experiential dimensions. Research shows that nature connectedness among children is linked to a range of beneficial outcomes, including improved well-being, academic achievement, and the development of environmental stewardship behaviors. This study is based on the understanding that nature experience is an important precursor to children’s nature connectedness. The study examined children’s nature experiences during a school-year-long intervention designed to encourage nature connectedness. The intervention, Nature Experience for Nature Connectedness (NENC), was provided to public school children attending Swedish school-age educare (SAEC). SAEC is an important component of Sweden’s education system that provides care and educational opportunities for children before and after regular school hours.
A mixed-methods research design was utilized to explore children’s (age 5–10) experiences and perspectives of nature. Public schools in a city in southern Sweden were invited to take part in the NENC intervention. Four schools, with a total of 10 SAEC departments, participated in the study. The schools were each located in densely populated, low socioeconomic neighborhoods. The NENC intervention was implemented over one school year and involved regular nature excursions, nature-based learning activities, and long-term projects designed to deepen children’s nature connectedness. The intervention also provided resources and support for 20 SAEC teachers. At the beginning of the school year, an adapted version of the Connectedness to Nature Index (CNI) was administered to 142 children in the participating SAEC departments. The CNI was repeated at the end of the school year; however, only 94 children completed this post-intervention assessment. Additionally, a total of 49 children participated in post-intervention group interviews. SAEC teachers selected interview respondents in order to achieve representation across varying ages, genders, and levels of motivation for participation in intervention activities. The interviews were conducted with groups of approximately five children from each of the 10 SAEC departments to explore their experiences and perceptions of nature connectedness and engagement with the intervention activities. Statistical analysis was conducted to determine changes in children’s CNI responses from pre- to post-intervention. Interview responses were analyzed using qualitative reflexive thematic analysis.
Children’s Connection to Nature Index scores revealed overall high levels of nature connectedness. Post-intervention average scores declined slightly from the pre-intervention average scores, but this difference was not statistically significant. Thematic analysis of interview data identified five themes: <em>Nature Perception</em>, <em>Learning</em>, <em>Activity</em>, <em>Emotion</em>, and <em>Place</em>. The theme <em>Nature Perception</em> focused on children’s perceptions and descriptions of nature. Children’s views mainly focused on the “tangible, observable elements” of nature, such as plants and animals. To a lesser extent, children discussed nature’s functions (such as providing oxygen and habitats) and the importance of nature as part of a larger system that supports human life. The theme <em>Learning</em> represented the knowledge and understanding children gained through the intervention. Children shared growth in their understanding of natural science concepts and seasonal and environmental changes. They developed an awareness of human impacts and the importance of caring for nature. Other areas within this theme included learning how to collaborate with peers. The theme <em>Activity</em> addressed the many ways children interacted with nature through structured and unstructured experiences. They shared numerous activities, including nature exploration, creating crafts with natural materials, outdoor games, and gardening. Children particularly highlighted their enjoyment of sensory activities and experiences. The theme <em>Emotion</em> called attention to the feelings described by children, which ranged from “joy and sensory delight to discomfort and care for the environment.” The majority of nature experiences were recalled with happiness and positive emotions. Some children felt that being outdoors frequently was a transformative experience that helped them “become more of a nature person” and develop a deeper compassion for nature. There were also some instances of mixed feelings about being in nature, mainly at the beginning of the program and in response to challenging weather conditions. The theme <em>Place</em> revealed the significance of specific nature places and experiences within children’s perceptions of the outdoors. Memories shared by the children called attention to the role of nearby natural settings and physical places that “became children’s key anchors for emotional, sensory, and social engagement.” These spaces often motivated children to engage in outdoor activities even after the structured intervention ended.
The findings of this study indicate that regular, seasonally diverse nature experiences have the potential to enhance children's connectedness to nature. These findings are supported by high nature connectedness scores and children’s depictions of “nature as joyful, calming, interesting, and relational, with many expressing increased confidence, curiosity, and even a newfound sense of identity as ‘nature people.’” Findings highlight the potential role of after-school care programs in fostering children’s nature connectedness. Importantly, in this study, children’s relationship with nature was supported by their access to nearby parks, forests, and natural spaces in the schoolyard. Therefore, this study also calls attention to the need for accessible and diverse natural spaces in urban settings.
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