Nature Brings Out the Best in Kids

Have you ever observed your child in the wild, with or without friends, running through the woods, playing in the sand on the beach, or splashing through puddles? The difference between the young child’s imagination and reality is fluid. Different types of environments cultivate creativity and imaginary play. The environment where children play has an everlasting impact on their development.

The two forms of “playgrounds,” or play spaces, were studied in an article by Steven Merrill, “At Playtime, Open Fields and Trees Beat Seesaws and Monkey Bars,” are natural and structural play spaces. Merrill continues to compare the two, one being a natural play space “defined as those with elements like ‘plants, rocks, mud, sand, gardens, forests, and ponds’.” The other more traditional play space are local parks with structures and swings, among other hardscape materials. Merrill’s article references a 16-study research panel observing children ages 2-9, proving that creating imaginary worlds helps build a sense of self and inclusion with their peers.

“Nature play had positive impacts on developmental outcomes for children, particularly in the cognitive domains of imagination, creativity, and dramatic play,” states Merrill. Being in nature, regardless of play space, has a tremendous healing effect on children and adults. Children with anxiety, stress, or excess energy find themselves re-centered after spending time in nature. Exposure to a creative environment influences classroom activities and allows for a more accepting, creative, and harmonized community.

This expressiveness spills into other areas of the school day with non-traditional building structures, role-playing in new and imaginary ways, and being more curious about new objects. Habitats for classroom creatures, fort building, and dramatic play are examples of early childhood experiences, often found in Waldorf classrooms. As for older children, exposure to nature strengthens their problem-solving and enhances creative writing. More instances of creative reasoning, more colorful poetry, and imaginative free writing exist.

A common thread in all classrooms studied is increased attentiveness after being outside. Returning refreshed, bathed in nature, and ready to take on their day is vital to their learning. This theory is part of the Cedarwood Waldorf way, students are out in nature daily, playing, discovering, and moving their bodies. We see the results in our classrooms daily, as the children grow, learn, and develop at Cedarwood Waldorf School. Cedarwood makes wonderful use of our city park, collaborating with the city to add native plant species, nature scapes, and variety, and we explore the natural areas of the city from a local community garden to the river, the lilac garden, and hikes in Markham Nature Park. We bring nature indoors with flowers, seasonal nature displays, and Early Childhood classrooms filled with natural materials. 

Waldorf education includes a variety of festivals, traditions, and events that touch on the connection to nature and learning. Micha-El Festival, an outdoor celebration of courage in the fall, Lantern Walk and Divali, both celebrating light amidst the dark, and May Day, the annual celebration welcoming light after darkness, are all festivals that reflect nature’s rhythm. The Waldorf curriculum connects to, and is in harmony with nature, for the foundation of a wholehearted life. 

To learn more about Cedarwood Waldorf School, please visit us for a tour or request more information. Visit the site to learn more about Steven Merrill's, At Playtime, Open Fields and Trees Beat Seesaws and Monkey Bars.