Childhood play in the outdoors is related to adult career and recreational interestsResearchers investigated natural history professionals' development of nature interests in their childhood, teen, and early adult years in order to better understand what leads children to continue participating in natural history-oriented education, professions and hobbies as a young adult.
Fifty-one individuals (age 18-35) identified as being high achievers in natural history (recreationally, educationally, or professionally) participated in interviews focusing on how their interests developed from childhood to the present. Ten individuals who were not outdoor enthusiasts served as a comparison group. In analyzing the interviews, researchers coded the data and identified specific domains that were relevant to the development of nature interests.
The researchers used this information to develop a model of how individuals become involved in natural history professions. The model consists of four stages, each of which has 3 main facets or domains: social mediation and facilitation, play, and exploration. Each of the 4 stages of the model is described briefly below:
1) Direct experiences: This stage occurs in early childhood and is driven by direct, informal and unstructured experiences with nature (from wildlands to vacant lots). This stage includes a lack of adult supervision or structure and much fantasy play.
2) Emerging formal skills: This stage occurs in middle childhood and is driven by learning formal outdoor recreation skills and enhancing environmental competencies. Family members provide children with opportunities to learn a range of nature-based recreation activities. In addition, children push their geographic boundaries through exploration.
3) Role awareness: This stage emerges in middle childhood and the teenage years and is driven by involvement in adult-like nature roles through volunteering or working at camps, nature centers, etc. The emphasis is on further development of social relationships around nature-based activities and a strengthened awareness of environmental vocational roles.
4) Natural history identity formation: This stage occurs in the teenage years and early adulthood and is focused on the creation of social and professional affiliations based on a view of oneself as an environmental person. By this stage, nature has become a part of the individual's identity.
In contrast to the group of natural history professionals, the comparison group had little interaction with natural resources during their life events. In reviewing their findings, researchers highlight the importance of self-directed childhood play, a variety of nature-based recreation and formal nature study opportunities, and interaction with different types of mentors at different times during development. This study provides an important perspective on how young adult natural history professionals develop their nature interests. The researchers highlight implications of their work for practice and offer suggestions for future research.
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