Residential Nature and Children’s Healthy...
Transcript of Residential Nature and Children’s Healthy...
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Nature time Evidence for why kids need it,
and how to achieve it
in a fast-paced world
Andrea Faber Taylor, PhD Landscape and Human Health Laboratory
University of Illinois, Urbana-Champaign
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Children’s physical environments
Supporting development?
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Physical environments & children’s healthy development
Remember the languishing bean seed…?
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Kids are always growing,
whether their physical environments are
supporting them or not
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Contact with nature &
children’s healthy lifestyles
Supportive
physical environment
Healthy
day-to-day
functioning
Healthy
development
into young
adults
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Children’s healthy lifestyles
How can communities foster healthy day-to-day
functioning in children?
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Children’s healthy lifestyles
How can communities foster healthy day-to-day
functioning in children?
Provide frequent contact with nature
(greenspace)
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Children need contact with nature
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Children and greenspace
Greenspace as accessory?
Or….
Greenspace as necessity
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Why greenspace is a necessity overview
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Overview Why greenspace is a necessity
1. Why does nature help?
2. What we studied
3. What we found
4. What this means for families and
communities
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Why does nature help?
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Attention
Restoration
Theory
being in nature is mentally
restorative
Why does nature help?
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Attention Restoration Theory
We need to frequently restore
attention from fatigue
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Theory
Two types of attention
Directed attention
Involuntary attention
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Theory
Directed Attention (effortful)
necessary for daily activities
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Theory Directed Attention (effortful)
necessary for daily activities
Involuntary attention (easy)
watching fire, moving water, wildlife
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Nature can foster…
mental restoration in fatigued parents, teachers
mental restoration in fatigued children, students
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mental restoration…translates into
improved responding to children’s needs
improved focus and learning
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What we studied
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What we studied
Day-to-day functioning
Self-discipline
Concentration
Impulse control
Delay of gratification
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What we studied
Day-to-day functioning
Self-discipline
Concentration
Impulse control
Delay of gratification
Play and creative forms of play
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What we studied Day-to-day functioning
Self-discipline
Concentration
Impulse control
Delay of gratification
Play and creative forms of play
Access to / interaction with adults
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What we studied Day-to-day functioning
Self-discipline
Concentration
Impulse control
Delay of gratification
Play and creative forms of play
Access to / interaction with adults
ADHD symptoms
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What we studied
Greenspace
Tree cover
Grass cover
Residential space greenness
Play space greenness
Activity setting greenness
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What we studied
Greenspace
Private spaces (e.g., private residential yard)
Public / common spaces (e.g., public housing courtyard)
Greenness of space around home
Greenness of views from home
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What we studied Techniques
Performance measures
Parent ratings
Raters blind to hypothesis
Within and Between Subjects design
Statistical testing
Testing for alternative mechanisms
Many participants
Many settings
High vs. low green
conditions
Conditions otherwise
identical
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What we found
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What we found Greenspace & healthy functioning
Findings:
•Statistically significant
•Build on theory (Attention Restoration Theory)
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What we found Barren & green courtyards Chicago Public housing
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What we found
Greenspace & healthy functioning
Faber Taylor, A., Kuo, F.E., Sullivan, W. (2002) Journal of Environmental Psychology
The greener the view
the greater girls’ self-discipline
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What we found Greenspace & healthy functioning
Faber Taylor, A., Kuo, F.E., Sullivan, W. (2002) Journal of Environmental Psychology
-1
-.5
0
.5
1
1.5
2
1 2 3
Greenness of Apartment Views
0 4
High
scores
Low
scores
Combined
self-discipline
test scores
Barren Very green
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What we found Greenspace & healthy functioning
On average, the greener a girl’s view from home:
the better she concentrates
the less she acts impulsively
the longer she delays gratification
7-12 years old
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What we found Greenspace & healthy functioning
Faber Taylor, A., Kuo, F.E., Sullivan, W. (2002) Journal of Environmental Psychology
-1
-.5
0
.5
1
1.5
2
1 2 3 0 4
-.5
1.5
1 2 3
-1
0
.5
1
2
0 4
-1
-.5
1.5
1 2 3
0
.5
1
2
0 4
Greenness of Apartment Views
Barren Very
green Barren Barren Very
green
Concentration Impulse
inhibition
Delay of
gratification High
scores
Low
scores
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What we found
Green & barren courtyards
Chicago Public housing
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What we found Greenspace & healthy functioning
Green common spaces: 2 x as much play
more creative play
No difference in other activities
Inner city, low SES, ages 3-12
Faber Taylor, A. Wiley, Kuo, Sullivan, (1998) Environment & Behav.
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What we found Greenspace & healthy functioning
Green common spaces: more
accessible adults
Inner city, low SES
Faber Taylor, A. Wiley, Kuo, Sullivan, (1998) Environment & Behav.
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What we found Greenspace & healthy functioning
Children with ADHD – Midwestern U.S.
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What we found
“Places where there are big trees and grass”
Play environments
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What we found
“Places indoors where it feels very much indoors”
Play environments
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What we found Greenspace & healthy functioning
Frequent play less severe
greener spaces ADHD symptoms overall
Children with ADHD - Midwestern U.S. 7-12 years old
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What we found Greenspace & healthy functioning
Activities in green settings reduced ADHD symptoms
Post-activity
Children with ADHD - Midwestern U.S.
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What we found
Greenspace & healthy functioning
Faber Taylor, A., Kuo, F.E., Sullivan, W. (2001) Environment & Behavior
3
1
3.2
3.4
3.6
3.8
4
Indoors Built outdoor Green outdoor
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What we found Greenspace & healthy functioning
Children with ADHD - Nationwide U.S.A.
(over 450 participants)
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What we found Greenspace & healthy functioning
Frequent play less severe
greener spaces ADHD symptoms overall
Children with AD/HD - Nationwide U.S.A.
Faber Taylor, A., & Kuo, F. (2011) Applied Psych: Health & Well-being
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What we found Greenspace & healthy functioning
Children who typically play in greener spaces
have less severe ADHD symptoms overall…
Even when family income level is controlled
Children with ADHD - Nationwide U.S.A.
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What we found Greenspace & healthy functioning
Activities in green settings reduced ADHD symptoms
Post-activity
Children with AD/HD - Nationwide U.S.A.
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What we found
Green activity settings related to better attentional functioning
Regardless of:
Community size (rural to large city)
Region of the U.S.
Gender
Age (5-18)
Severity of symptoms
Kuo, F.E., Faber Taylor, A. (2004) Amer. Journal Public Health
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What we found
Field study –
Controlled walks through
park
neighborhood
downtown
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What we found
After a walk in PARK
higher scores - measure of attention
than after neighborhood or downtown walks
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What parents say…
Greenspace & healthy functioning
“…my son can fish for hours and
afterwards his symptoms are hardly
noticeable.” - parent of child with AD/HD
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What parents say…
“…two weeks camping in a
pop-up camper is just bliss.
We have a great time. He’s
great.” - parent of child with AD/HD
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What we found
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Summary Trees / greenspace Healthy functioning Populations
Views from apartment
Overall home
greenness
Play space greenness
Public/common space
greenness
Activity setting
greenness
‘Self discipline’
Concentration
Impulse control
Delay of gratification
Play & creative play
Adult supervision
Reduced AD/HD
symptoms
Low SES
Middle SES
Upper SES
Children with AD/HD
Children with regular
attention function
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Acknowledgements Frances E. Kuo, University of Illinois
William C. Sullivan
Angela R. Wiley
US Forest Service
Urban and Community Forestry Program & NUCFAC
University of Illinois
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Summary others’ research
Nature - health link in children
Residential nature - attentional functioning (Wells, N.)
- coping with stressors (Wells, N. & Evans, G.)
– lower obesity (Liu, et al.)
Daycare nature - attentional functioning (Grahn, P.)
Schoolyard nature – better outcomes high school (Matsuoka, R.)
Childhood experiences with nature (bonding) –
more pro-environmental BEHAVIORS as adults (Wells, N. & Lekies, K. 2006; Chawla, L. 2007)
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Summary
Trees / greenspace support: • Healthy day-to-day functioning
• Healthy development &
outcomes
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What this means Implications for families, educators, and the rest of us…
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What this means
Trees / green space -
a necessity for supporting
children’s healthy development
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A necessity for
children’s healthy development
Kids today…
Playing outdoors less (Hofferth & Curtin, 2006; Clements, 2004)
More screen time? (what got replaced?)
Other deterrents (access, schedules, fear)
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A necessity for children’s healthy development
Children’s nature time IS valuable.
It DOES make a measurable difference.
Avoid allowing it to fall by the wayside
in our pursuit of “activities” and electronic
media
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A necessity for children’s healthy development
Even a few trees and grass make a
difference in harsh environments
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We can’t “fix” all the stressors
families endure…
A necessity for children’s healthy development
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… we CAN put ourselves in supportive environments
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What this means
Findings suggest daily “doses” of green space
beneficial
Need to educate families & caregivers
Need to educate communities
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Put greenspace where kids are
GROWING
Schools / Daycare
Residential
Public spaces
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Choose green spaces
for play and relaxation
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Parents need contact with nature too
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Form new habits - parents be a model
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Explore together
look for insects
rocks & shells
nuts & leaves
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Let curious minds wander…
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Raise the
priority in the
scramble for
“time”
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Even in winter, nature may help
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Provide some props
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Overcome obsession with cleanliness
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“There is no bad weather, …just bad clothing” Scandinavian saying
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Where children grow…
“Green” schoolyards and daycare
centers
for recess
class activities
outdoor learning
within view from classroom,
cafeteria?
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“Green” schoolyards and daycare
centers
Time in greenspace = happier, healthier
teachers and students
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Some resources
The Children and Nature Network
www.cnaturenet.org
Our research
www.lhhl.illinois.edu
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Prairie plants feed imagination…
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