Does Nature Always Nurture? Deborah Mugno, Ed. D.

Helping Children with Emotional/Behavioral Problems Explore and Reap the Benefits of the Outdoors

How can we assist children with emotional and behavioral difficulties to ensure successful outdoor experiences?

BENEFITs of Outdoor play Motor skills Sensory experiences Social interactions Learning Overall physical and mental health

The outdoor environment “I don’t like to go outside!”

Why not? There are too many people; it’s too loud. I’m scared of bugs/bees/snakes. I will get hurt. Everyone is better than me. My clothes will get dirty. Kids tease me. The sand/mulch is scratchy. I don’t know what to do. Nobody plays with me. It’s boring.

What is it about being outdoors…? Constantly changing Diverse environment Multi-sensory Not always contained Typically less structured Risky Teacher anxiety or teacher absence

Creating a Safe Emotional Experience Change the experience, not necessarily the environment

Safe emotional experience Knowing that feelings are recognized and accepted Confident that help is available Preparation for success and disappointments Assurance that effort is valued Knowledge of the games and “rules” Peer preparation

A safe emotional experience outdoors does not necessarily preclude risk, it may require some structure, and it never hurts to have a virtual safety net.

What is risk? Any behavior in which there is uncertainty about the outcomes. It involves a consideration of the benefits against the possible undesirable consequences of the behaviors as well as the probability of success or failure (Little, 2006)

Risk The desire for safety can burden a child. Risk is a catalyst for growth. When children can assess and manage risk, they develop better judgement and anxiety decreases. Judgement is honed by practice, success and failure There are good and bad risks

Risk involves Risk involves… heights lack of regulation high speed dangerous elements rough-and-tumble play wandering alone The most common is exploring heights.

“Risk Deficit Disorder” (Eager and Little, 2011)

Food for Thought… Taking risks creates anxiety, but the failure to take risks also creates anxiety.

RISK Develops autonomy Creates adaptive function of reducing fear Enhances confidence Creates a link between movement and thought

The risk is that there is no risk Helping children with risk: Define the risk “Scaffold” the risk Talk about the feelings associated with the risk The risk is that there is no risk Bundy, et al (2009) Recognize and evaluate a challenge and decide on a course of action that is not dangerous but may still involve an element of risk

Structure Structure and outdoor/nature play are not mutually exclusive. Play in nature can be intentional to ensure interaction, but then move to an unstructured format. Structure can reduce child and teacher anxiety. Structure outdoors is not necessarily the same as structure indoors. Do our children grow up in a risk averse society?

Structure Take indoors outdoors Define the space Define the activity Encourage non- gender restricted play Facilitate social interaction Have helpful adults available (and active) at all times

Structure Gardening Two person activities Nature walks Insect studies Structured games Defined spaces Easels, blocks, water painting, etc. outdoors Weather studies

Consider the positive and negatives of teacher proximity

How Does Teacher Proximity Affect Play? Assuming impact… Does teacher proximity dampen pretend play? Do children habituate to teacher presence? Does teacher presence promote social play?

Safety Net(FOR activities and emotions) Planning/expectations (including transitions) Demonstrating environmental responsibility Supervising Defining space or activity Defining limits of behavior Rules Not teachers sitting and talking Puddle example Strikeouts specific Insects/lizards/plants

How can our kids really understand the moral complexities of being alive if they are not allowed to engage in those complexities outdoors? Richard Louv