Last Child In The Woods

This is a blog about Last Child In The Woods by Richard Louv for an Educational Psychology class at Luther College.

Links:

Saving Kids from 'Nature Deficit Disorder'	NPR
Nature Deficit Disorder	Education.com
Richard Louv's Website
Video About Nature Deficit Disorder	YouTube
CBS Top Places To Raise Outdoor Children	YouTube

Part One: The New Relationship Between Children and Nature

1 . Gifts of Nature

Nature is extremely important to the development of children. Being out in nature forces children to use their creativity and imagination in unique ways. When Louv refers to nature, he is talking about the natural wilderness, an abundance of biodiversity. It is in places such as an empty field or woods that kids are forced to use their minds to create their own games and activities. However, over the past several decades there has been a lack of outside play by kids. Because of the decreasing space for outdoor play and the increasing temptation of electronics, children are spending more time than ever sitting inside. As people become increasingly consumed by electronics, parents are not spending time outside with their children, and kids are constantly seeking the immediate stimulation that nature doesn’t provide the same way video games do. Finally, parents are becoming increasingly worried about their children’s safety, not allowing them to freely explore nature. There is no question that children are not enjoying nature the way they should be.

2 . The Third Frontier

The concept of the third frontier started after the 1990 census. It was shown that the farm population in America had dropped from 40% in 1900 to less than 2% in 1990. The third frontier is characterized by the invasion of the wilderness with buildings and development. The line between machines, humans and animals is disappearing. Kids have no idea where their food is coming from which has led to health problems in the US. Another problem raised by this disappearing line is that animals are coming into developed areas and causing harm to humans. There are support groups in Los Angeles for mountain lion victims because animals are attacking people. Children growing up in America today are being raised in the third frontier, which in several ways poses problems for their future.

3 . The Criminalization of Natural Play

One of the main factors in children’s decreased outdoor play are the increasing rules and safety regulations related to outside activities. Neighborhoods have rules that restrict what kids can do even in their own backyards. Some natural land is closed year round because city officials don’t want children harming the natural environment or endangered species. Because of the strict regulations, kids often find that their only choice for playing outside is to join organized sports teams. While organized sports are good for kids, they still need free time to just explore nature on their own. Leisure time for families is now sitting in front of the TV which is one of the causes of the growing obesity problem in this country. There has also been a significant increase in mental- health problems among children today because of the increased time spent indoors. This lack of nature in children’s lives is what Louv calls nature-deficit disorder. While this is not a formal medical condition, research has proven there are negative effects on a child’s development when too much time is spent inside, and not enough spent in nature. There is something that parents and teachers can do about it, but first they have to understand the problem.

(Emily)

Part Two: Why the Young (and the rest of us) Need Nature

Chapter 4: Climbing the Tree of Health

This Chapter explains how the health of children, as well as adults, in plummeting due to the lack of people being outdoors. A professor at Harvard University teaches her students about “biophilia”. This term is defined as “the urge to affiliate with other forms of life”. It goes on to explain the humans have a natural desire to connect with nature and the outdoors. This chapter also addresses different forms of therapy using nature. There is pet therapy and plant therapy. Both of these tend to calm people down in times of great stress. There is also a link between child obesity and the Nature-Deficit disorder because of the increase of electronics, which requires sitting a majority of the time. Another reason that everyone needs nature is it helps emotion health. Depression medication is being prescribed more and more and also to younger children.

Chapter 5: A Life of the Senses: Nature vs. the Know-It-All State of Mind

This chapter talks a lot about how our sensory world has shrunk. Electronics are taking the place of our senses. Another big topic in this chapter is the rise of cultural autism. People are so concerned with technology that communication with nature let alone, other humans, as becoming less and less.

Chapter 6: The “Eighth Intelligence”

In this chapter, there is a lot discussed about the term, “nature smart”, which was developed by Howard Gardner who originally developed the seven intelligences and now has added this eighth one. Knowing about this eighth intelligence, this chapter then goes on to talk about the importance of teaching with this concept in mind. There is a list of things that can be learned from working outside, in this case, building a tree house. The biggest thing is that people learn from their mistakes.

Chapter 7: The Genius of Childhood: How Nature Nurtures Creativity

The title pretty much explains this chapter. Nature is important to children’s creativity. It stimulates imagination by giving children free space and materials. The end of the chapter says, “Nature presents the young with something so much greater than they are; it offers an environment where they can easily contemplate infinity and eternity.”

Chapter 8: Nature-Deficit Disorder and the Restorative Environment

In the beginning of this chapter, it discusses that nature is a good therapy for kids with ADHD. Later, the chapter explains two different kind of attention, directed and fascination. Too much directed attention leads to “directed-attention fatigue”. Fascination factor relieves people from directed-attention fatigue.

I agree with all that this part of the book has to say but I feel like it is not a new concept. My parents were, and are, always telling me to play outside more and stop watching so much TV. I definitely appreciate the outdoors more now than when I was younger. I think we take them for granted when we are kids. Children today are just afraid to be bored, so they get all these little electronic toys to keep them occupied. Sometimes I just like to sit in my favorite spot outside and stare, and think, and breathe. In regards to utilizing this in a classroom, I think the best thing a teacher could do is to take his or her class outside once in a while. I remember in school, if it was a really nice day out, us students, would ask to go outside for class. The teacher rarely said yes. Being outside would keep the students focused and happy. Why wouldn’t a teacher want to do what is most beneficial for the students?

(Macaulley)

Part Three: The Best of Intentions: Why Johnny and Jeannie Don't Play Outside Anymore

9) Time and Fear

When it comes to getting out into nature, lack of time and growing fear, are the two main factors that prevent many from doing so. Some hurdles that need to be crossed are cultural and institutional concerns, structural boundaries, and personal/familial fears. There seems to be a growing trend that funds parks – but the parks are built with commercialized play space: basketball courts and soccer fields instead of natural play areas. Louv argues that a connection can be seen between the rise of organized sports and obesity; however he does not directly link them together.
Intentionally going into nature takes time and the time has to be unstructured. Kids’ lives today are scheduled and they also live in an electronic world. Both these factors contribute to them getting less time outside, playing. Also, parents see nature time as unconstructive, when in fact experiencing nature can be extremely beneficial to them.

10) The Bogeyman Syndrome Redux

Parents have developed a fear of nature that prevents them from letting their children play freely outside. In fact, an indoor childhood may lead to problems in physical and psychological health, among other things. Americans have come to view the “woods” as a place that harbors dangerous animals and people, rather than a beautiful place to imagine and learn. The media and movies contribute to this fear, when in fact rates of violence against youth have dropped since 1975. Also, the indoors are not as safe as many think. Indoor air pollution is a serious problem and poisonous critters can get indoors too.

11) Don’t know much about Natural History: Education as a Barrier to Nature

There is much emphasis about the environment in the curriculum today, however the way that children are learning about the environment may be detrimental to their views on it. There is no hands-on experience and there seems to be a larger disconnect between children and nature which can be attributed to the increase of technology. Because children aren’t valuing nature as much, they have lost respect for it. Their ideas of outdoor fun most often include activities that are harmful to nature, such as ATVing. Louv argues that there needs to be a high demand and focus on natural history and microbiology classes.

12) Where Will Future Stewards Come From?

As less and less people go out into nature, less and less people visit parks and enjoy the outdoors. Environmentalists are becoming a rare breed. Environmentalists seem to fall in love with nature because of their experiences as a child, being able to freely play in nature. Since most children today are lacking those experiences, less people seem to care as much about the environment. Louv calls for an attachment between children and land to be developed and valued because it is good for both the child and the land.

(Emma)

Part Four: The Nature-Child Reunion

Chapter 13: Bringing Nature Home

Parents can play a key role in getting their children more in tune with nature. Instead of thinking about it as just another thing on a to-do list, Louv suggests that parents incorporate nature as a form of stress relief. He also urges parents to get over their perfectionism (if it's not done right, it shouldn't be done at all!), and just enjoy time with their kids. Louv says it's better for parents and children to learn about nature together, rather than the parents learning about nature for the purpose of teaching it to the child (which isn't bad, but it's not necessarily the best option). Enthusiasm, writes Louv, is another key element in reuniting today's children with nature. If a parent is enthusiastic about going on hikes with their child, then it's likely that their enthusiasm will rub off on the child. Another way to pique a child's interest is to read to them about nature. Author Kathryn Kramer grew up reading The Lord of the Rings, which through Tolkien's vivid descriptions of the natural world, sparked her interest in nature. She read the series to her young son, and in turn, he also became enthusiastic about nature. Louv also compares electronic stimuli to a "sugared drink on a hot day". It always leaves you needing more.

Chapter 14: Sacred Smart: Facing the Bogeyman

In this chapter, Louv encourages parents to offer "controlled risk" for their child. Let them run around, but keep them "just at the edge of sight and sound". Children need to be able to explore, and if that need is not met as a child, it may never develop properly as a teenager or an adult (resulting in them taking risks that could land them in prison or them being convicted of a crime). Children playing in nature will also increase their survival skills and their ability to detect real danger, and they will be less likely to look for "phony danger" as they grow older. Louv says that one of the most important thing you can do to protect your child without impeding their curiosity and need to explore, is to give them a cell phone (if they're say, 10 or older) to use when they go off on their own. That way, they feel like they're on their own, but the parent can contact them at anytime. Other ways for parents to protect children are:

*Spend time with the child, and educate them about certain dangers, but in ways that build self-confidence

*Increase amount of time child spends with a positive adult role model

*Make sure that the parent and child know their neighbors. Also, make sure the child knows which adults in their neighborhood they can trust.

*If the child is going to be out of a parent's sight, encourage them to go with a group, rather than alone.

*"Assessing ice", or teaching the child to be able to assess what's risky...but fun, and what's too risky.

Chapter 15: Telling Turtle Tales: Using Nature as a Moral Teacher

Louv starts out the chapter by telling a story about when he was a child, and his parents would "rescue" turtles from the road, and put them in their backyard for the summer. He says that doing this helped him connect to nature, and created a strong family bond. Louv also emphasizes fishing as an important hands-on nature and family bonding experience. Organizations such as PETA (People for the Ethical Treatment of Animals) have declared fishing "the final frontier of animal rights", and are largely targeting youth for their message. But even disregarding PETA, participation in hands on nature activities, such as fishing have decreased rapidly in the last few decades. Louv says:

Those children who do fish (or hunt) in the future will do so under a growing cloud. Yet, in an increasingly de-natured world, fishing and hunting remain among the last ways that the young learn of the mystery and moral complexity of nature in a way that no videotape can convey. Yes, fishing and hunting are messy-even morally messy- but so is nature. No child can truly know or value the outdoors if the natural world remains under glass, seen only through lenses, screens, or computer moniters.

For those families who aren't interested in hunting or fishing, Louv suggests wildcrafting, wildlife viewing, birding, and Nature/Outdoor journaling.
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A teacher could assign books that describe nature, or if the children aren't old enough to read, a teacher could read to the students in class, or have parents read to their children at home.

In a music classroom (however, probably not a band or orchestra class. This would probably work best for general classroom music or a choir), class could be held outdoors if there is a forest or field nearby. That way students would be able to connect the joy of making music with the beauty of the outdoors.

(Melani)

Part Five: The Jungle Blackboard

Chapter 16 - The Natural School Reform

Most of the information shared in this chapter relates to the concept of environment-based education. This can mean a variety of things, but he mainly discusses how schools should promote learning within the nearby environments instead of keeping education enclosed in the classroom. There are a variety of ways that schools can do this, especially due to the many different landscapes across the country and also the seasonal variations. But there have been schools all across the county that exemplify how the environment can be used for educational purposes and teaching students the necessary material, but in a non-traditional manner. Here are some examples of how schools utilized their surrounding habitats for teaching:

*In Florida, Taylor County High School teachers and students use the nearby Econfina River to team-teach math, science, language arts, biology, chemistry, and the economics of the country.

*In Glenwood Springs, Colorado, high school students planned and supervised the creation of an urban pocket park, and city planners asked them to help develop a pedestrian mall and park along the Colorado River.

*An English class in Santa Cruz, California began taking trips all around the Monterey Bay area to learn about the surrounding which many students had never even cared to see before. The teacher eventually landed them at Cannery Row in Monterey, the setting for John Steinbeck's novel entitled Cannery Row. Not only did the students get to experience the setting firsthand, but they actually visited specific areas linked to the plot, like a tide-pool described as a metaphor for the community of life.

*In Homer, Alaska, a fellow teacher takes his students out to a local glacier where he has lessons on glaciology, marine biology, botany, and cultural history. He quotes that, "This isn't memorizing information for a test. When you sit in silence in front of a glacier and see the glacial pond, the dirt on the glacial moraine, the succession of plants from the lichens to the climax forest, and you write and sketch what you see, you make a bond with that moment. This experience becomes part of you."

Not only can the environment be a place for leaning, but it can also be a place where children can explore for themselves. For example, schools can improve their grounds and increase students' interest in nature as well as provide easy access to exercise and fun for kids right outside the doors to their classrooms. "Numerous studies document the benefits from school grounds that are ecologically diverse and include free-play areas, habitat for wildlife, walking trails, and gardens."

Chapter 17 - Camp Revival

Another way of getting students out into the natural world is by planning retreats in the wilderness as a school or by class. There is a social aspect where students become unified and a natural purpose, where the basic surroundings provide lessons of their own. Both of these portions are important, but Louv stresses the importance of the nature aspect in and of itself. Some of these nature retreats are so influential on the lives of participants that beneficial outcomes may last up to several years after the nature experience.

"The great worth of outdoor education programs is their focus on the elements that have always united humankind: driving rain, hard wind, warm sun, forests deep and dark -- and the awe and amazement that our Earth inspires, especially in our formative years."

Louv argues that the youth of our nation are growing up in a so-called "third frontier," where they are detached from the source of their food, family farms are disappearing, biological absolutes are vanishing, humans and animals are becoming even more distanced, and even space is becoming limited. He calls upon the teachers across America to find ways to get our children back into the outdoor world, not only to stimulate learning, but to save them from the deficit that is ever-encroaching upon their lives.

"Experience (outside the school) has its geographical aspect, its artistic and its literary, its scientific and its historical sides. All studies arise from the aspects of the earth and the one life lived upon it."

(Tyler)

Part Six: Wonderland: Opening the Fourth Frontier

18. The Education of Judge Thatcher: Decriminalizing Natural Play

Richard Louv describes in this section how the fear of liability has become a powerful deterrent to natural play. He is referring to how today’s society has become “sue crazy”. If a child is invited to or allowed to play on another person’s property, the owner of the property is liable to be sued if that child is hurt on their property. Because of this, restrictions on children’s play have occurred. Schools have also taken this into account. Louv uses the Broward County schools as an example, where they have posted “no running” signs, and merry-go-rounds and swings have been removed so the school won’t be held liable for the injuries that occur there. They have also removed cement crawl tubes because “the longer they are, the higher possibility that a vagrant could stay in them,” (pg. 241). However, Louv says not to give up hope. He says that “laws can be re-written; protections from litigation strengthened; new types of natural recreational areas invented,” (pg. 244).

19. Cities Gone Wild

Louv goes on to talk about the issues of cities, and how they are not very green environments. He explains a psychological need called biophilia, or the life-enhancing sense of rootedness in nature. This has been a problem in cities where architectures have been erecting buildings made of steel, and not taking into account of the human need for nature. Louv believes cities need to become “zoopolises”, or cities that have areas transformed into natural habitats through land-planning, architectural design, and public education.

This Zoopolis Movement started in the 1870s. In that time, nature was presented as health benefits for working-class Americans. The most notable of this movement is the creation of Central Park in New York City. But since that time, parks have not kept up with the expanding cities, and public places are domesticated and boring, and do not take wildlife into account.

20. Where the Wild Things Will Be: A New Back-to-the-Land Movement

Louv starts this section by saying that “if we hope to improve the quality of life for our children, and for generations to come, we need a larger vision,” (pg. 272). He has shown that making greener cities is possible through more public parks. He explains Village Homes, a green community where children show interest in the outdoors and wildlife without any motivation. Also, he explains that Chicago is making movements towards a greener city with more parks, rooftop gardens, and re-creating wildlife habitats.

If we can find ways to make our environment greener, it can help our children. The premise of this book shows that nature is essential for a child’s healthy physical and emotional development. But we still insist on removing areas of outdoor play for children because of expansion and the fear of liability. In the classroom, it is hard for students to concentrate when the classrooms are four white walls that bore the students. If the classrooms can fix this with a more nature-friendly environment, students would develop better. Music for students is a way of expressing themselves, which is hard to do in an environment where nature is not allowed. If we could use the examples mentioned in this chapter in schools, it could help a students’ development exponentially.

(Matt)