Child-Nature relationship; vital for Earth’s Future

Psychologist Herbert Spencer of nineteenth century proposed the “surplus energy theory” in his book, Principals of Psychology. He considered that the main reason for children’s play is to get rid of surplus energy in them. Though researchers rejected his theory long ago, it has left an unfortunate and lasting influence on our plan of children’s outdoor activities. School grounds are seen as areas for physical play during intervals, where children ‘burn off steam,’ and not for the other domains of development or for learning. 

Throughout human history, children were free to play and their first choice must have been to flee to the nearest wild place—whether it was a tree, brush or a watercourse. A few generations ago, most children spent their days in the fields or in the wilderness around. During our childhood, urbanization had begun yet we had access to nature and the world at large. We spent the bulk of our recreation time outdoors, using the streets, playgrounds and vacant plots “left over” during the process of urbanization. We had the freedom to play, explore and interact with the natural world without restrictions or supervision.

Children today have few opportunities to play in the outdoor and interact with the natural world. With their physical boundaries shrunk, the deep rooted ‘culture of fear’ among the parents has deprived them of the out doors. Crime and safety concerns are the reasons they don’t allow their children to play outdoors. Due to ‘stranger danger,’ many children are no longer free to roam in their neighborhoods unless accompanied by adults. Fears of reptiles, stray dogs, insect-born diseases, sunshine and rain and pollution are also leading adults to keep children indoors. Furthermore, children's lives have become structured and scheduled by adults, who believe that this sport or that lesson will make their children more successful as adults.
Childhood of wandering and exploring has been replaced by a childhood of adult supervised and scheduled activities. This drastic shift the opportunity for direct and spontaneous contact with nature has become a vanishing experience for children. No wonder children of sixth grade have doubts about where we get milk from or whether it is the ‘male cow’ or ‘female cow’ that gives milk.
Childhood and play in the outdoor natural world are no longer synonymous. With a ‘childhood of imprisonment’ experiences with nature is becoming ‘extinct’ which breeds apathy towards environmental concerns. As a consequence we have become a society separated from its natural origins failing to recognize our dependence upon nature even as a species.