Nature, Screens, and the Developing Mind
An interview with Dr. Patti Bailie, on nurturing children in the digital age
Photo courtesy of Patti Bailie
During a recent hiking trip in Maine, I became immersed in the splendor of nature, rekindling within me a profound sense of awe. This experience made me reflect on the contrasting reality faced by many today.
Americans spend a significant portion of their days not being outside and enjoying nature, but rather being on screens, and this trend extends to very young children. According to a Pew research study, 49% of parents report that their child of age 2 years or younger uses a smartphone, and for children of ages 3-4, this figure rises to 62%. I worry about this. Screen time comes at the expense of other activities. Intuitively, we know it's beneficial for children to be outdoors rather than in front of screens, but I became particularly curious about what effects being in nature might have on child development. I decided to consult an expert.
Dr. Patti Bailie, author of Partnering with Nature in Early Childhood, and Evaluating Natureness, is a professor at the University of Maine, Farmington, and a renowned expert on nature-based early childhood education. Patti has also been a consultant for years for the PBS children’s show Sesame Street, advising them on their programs about nature. So, for example, if you happened to watch the cartoon "Nature Explorers" which featured Elmo, Patti made sure that the portrayal of nature in it was accurate.
I asked Patti how she came to believe that nature is crucial for children’s development. She explained that her journey began as a naturalist and researcher, where she observed a distinct difference in young children's behavior in natural environments compared to when indoors. When in nature, she found that children were more likely to cooperate, notice details and changes, and become problem-solvers.
Patti emphasized that being in nature is a multisensory experience, engaging nearly all our senses—hearing, sight, smell, and proprioception. Reflecting on my hiking trip in Maine, I vividly recall the vibrant colors of wildflowers against the various shades of green. For the first time in my life I heard the twangs of green frogs (they sound like strumming a banjo).
Additionally, Patti noticed that spending time in nature helps children learn to take risks. When children take risks like climbing a tree, reaching the top of a boulder or navigating a trail, this fosters self-reliance. She stressed that risk-taking in nature builds the confidence necessary for students to tackle and understand their schoolwork. Psychologist Tim Gill, in his book No Fear: Growing Up in a Risk Averse Society advocates for children to get “out of their bubble wrap” and do things that involve some risk. Gill argues that overcoming challenges encourages children to develop a spirit of entrepreneurship, and learn self-reliance. I found this to be true for adults as well. During one particularly challenging hike in Maine, my husband and I had to scramble up boulders. Initially I was unsure of my ability, but I gained confidence with each climb.
Movement enables children to learn to cross the vertical midline of their bodies with their limbs, a crucial developmental milestone. An example is when swinging a net to catch insects. Researchers suggest that crossing the midline promotes brain development by enhancing communication between the two hemispheres of the brain. This ability to cross the midline is also an indicator of normal development.
When outside, children navigate a three-dimensional environment, whereas when on the screens of computers, tablets, or phones, children experience a limited, two-dimensional field of view. Although a computer interface might simulate a 3D world, it remains fundamentally 2D. Additionally, children are exposed to images and sounds designed by software engineers, which embed the engineers’ specific choices and values. These may not be the choices and values that parents want their kids to have.
While the design of some video games are quite impressive, they don’t hold a candle to the complexity and variety found in nature. While a child might imagine themselves flying through the air in a video game, in real life running, jumping, and climbing provide actual physical movement and encourage the development of proprioception.
Toys and video games offer limited affordances, which means limits on how their features can be used in play. For example, in a video game, a child might be able to move a cursor to click on a bird or open a door to a house. Objects in the natural world in contrast have a high degree of affordances. Think of all the ways a child might play with sticks or sand or snow.
Time is perceived differently on screens compared to when one Is in the natural world. In videos and computer games, time is structured and events unfold in a sequence. For instance, when a child pops a balloon on a screen, there is immediate visual feedback. But when a child is outside, time is unstructured. The child is in charge of how they spend their time, inventing their own schedule and activities
Being outdoors also has the benefit of reducing stress—this is true for children as well as adults. Patti recalls a chaotic class of kids who instantly calmed down when taken to a lake, becoming mesmerized by the waves. Studies show that even just 20 minutes in nature can destress people. This phenomenon is explained by Attention Restoration Theory, which suggests that natural environments restore our ability to concentrate and relax.
I asked Patti her opinion on children using technology. While she is not a fan of children on screens —believing they prevent children from spending time outdoors and learning from nature—she acknowledges that technology can offer benefits when used correctly. Educational programs like math or reading games, and shows like Sesame Street, can be positive. She feels that technology should be viewed as a tool; apps like Merlin Bird ID for bird identification, and PlantNet for learning about plants and trees, can enhance children's knowledge of nature.
Computer games offer immediate gratification, but Patti believes we should be teaching children to experience delay of gratification. Learning that rewards do not come immediately fosters resilience and patience, essential skills for navigating the world effectively.
So, what does Dr. Bailie, an expert in child development, recommend regarding screen use? She has a strict rule: no screens for children under the age of 2, period. She is concerned about children getting absorbed in videos and games, and going down rabbit holes. I share this worry, as habits formed at a young age can become deeply ingrained and difficult to change. Above all, parents are role models, and children learn their screen habits from them. A word to parents: curb your screen time and your children will see this.
Being outside encourages reflection by offering a wealth of new information and engaging all our senses. Patti advocates for incorporating time in nature into a child's daily routine, allowing them to explore the natural world on their own schedule. Overscheduling children with activities like dance, music, language, and sports lessons deprives them of the unstructured play they need. She argues that such explorations in nature are not merely recreational but foundational for cognitive and emotional development.
The natural world, with its constant changes, becomes a living classroom for people of all ages, teaching lessons that no screen can replicate. It fosters a lifelong appreciation for the beauty and wonder of our environment. Time spent in nature creates meaningful experiences that become the bedrock of lifelong memories.
You can learn more about how tech use affects children (and adults) in my book Attention Span.