Nicole M. Harris, Brettany Hartwell, Louisa Thomas, Marcus Grace
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Studies from settings working with CYP aged 0 to 29 were included, utilising quantitative, qualitative, and mixed-methods approaches.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>A total of 22 studies from 2009–2023 were identified from ERIC, PsycINFO, and Web of Science. Most were quantitative studies (<i>n</i> = 13) from the global north (<i>n</i> = 19), involving primary or secondary school-aged CYP. A variety of nature-based interventions were assessed, including hiking, surfing, gardening, and art-in-nature activities.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>The review highlights numerous ways to develop NC in CYP, with many associated benefits for BFL. Areas of impact include social skills, self-regulation, attention, motivation, independence, and problem-solving. Effective activities included walking and reflecting in nature, sensory connections, and creative activities. 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引用次数: 0
摘要
背景：大自然以多种方式维持生命、增进福祉并造福人类。在一个由人类技术主导的世界里，有效地重新连接和保护自然的任务既紧迫又至关重要。有证据表明，许多儿童和年轻人（CYP）感到越来越与大自然脱节。学校和其他环境可以在促进与大自然的接触、潜在地培养自然联系（NC）和改善学习行为（BFL）方面发挥关键作用。方法：通过系统的文献综述，探讨如何通过基于自然的干预措施在CYP中发展NC，并研究其对BFL的影响。研究包括来自0至29岁CYP的研究，采用定量、定性和混合方法。结果：从ERIC、PsycINFO和Web of Science检索到2009-2023年共22项研究。大多数是来自全球北部（n = 19）的定量研究（n = 13），涉及小学或中学学龄CYP。评估了各种基于自然的干预措施，包括徒步旅行、冲浪、园艺和自然艺术活动。结论：该综述强调了CYP中发展NC的多种方法，并对BFL有许多相关益处。影响的领域包括社交技能、自我调节、注意力、动机、独立性和解决问题的能力。有效的活动包括在大自然中散步和反思，感官联系和创造性活动。许多被审查的干预措施不是由学校进行的，也不是在学校的场地上进行的，可能是由于学校场地上的绿地和自然资源有限。这突出了文献中一个重要的空白。考虑到干预措施的大范围、参与者的年龄和纳入研究的质量，不可能得出关于哪种活动最适合特定年龄组或环境类型的具体结论。
How can nature connectedness and behaviours for learning be deliberately developed in children, adolescents and young adults? A systematic literature review
Background
Nature sustains lives, enhances well-being and benefits human populations in many ways. In a world dominated by human technology, the task of effectively reconnecting to and caring for nature is both urgent and vital. Evidence shows that many children and young people (CYP) feel increasingly disconnected from nature Schools and other settings could play a crucial role in promoting time spent in nature, potentially fostering nature connectedness (NC) and improving behaviours for learning (BFL).
Method
A systematic literature review was conducted to explore how NC can be developed in CYP through nature-based interventions and investigate their impact on BFL. Studies from settings working with CYP aged 0 to 29 were included, utilising quantitative, qualitative, and mixed-methods approaches.
Results
A total of 22 studies from 2009–2023 were identified from ERIC, PsycINFO, and Web of Science. Most were quantitative studies (n = 13) from the global north (n = 19), involving primary or secondary school-aged CYP. A variety of nature-based interventions were assessed, including hiking, surfing, gardening, and art-in-nature activities.
Conclusions
The review highlights numerous ways to develop NC in CYP, with many associated benefits for BFL. Areas of impact include social skills, self-regulation, attention, motivation, independence, and problem-solving. Effective activities included walking and reflecting in nature, sensory connections, and creative activities. Many of the interventions reviewed were not carried out by schools, nor did they take place on their grounds, perhaps due to limited access to green space and nature on their school site. This highlights a significant gap in the literature. Given the large range of interventions, ages of participants, and quality of the included studies, it is not possible to draw specific conclusions about the type of activities that may work best for specific age groups or types of setting.
期刊介绍：
Child and Adolescent Mental Health (CAMH) publishes high quality, peer-reviewed child and adolescent mental health services research of relevance to academics, clinicians and commissioners internationally. The journal''s principal aim is to foster evidence-based clinical practice and clinically orientated research among clinicians and health services researchers working with children and adolescents, parents and their families in relation to or with a particular interest in mental health. CAMH publishes reviews, original articles, and pilot reports of innovative approaches, interventions, clinical methods and service developments. The journal has regular sections on Measurement Issues, Innovations in Practice, Global Child Mental Health and Humanities. All published papers should be of direct relevance to mental health practitioners and clearly draw out clinical implications for the field.
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