This resource summarises what the research evidence says about the different types of contacts with nature (‘nature contacts’) that promote child wellbeing. It describes a common type of nature contact for young children, ‘nature play’, and summarises the evidence for the benefits of nature play and nature contact for young children (e.g. aged 0–5). It also provides some considerations for practitioners and other professionals working with young children.

The term ‘nature play’ in this resource refers both to nature contact more broadly (i.e. the different ways children connect with nature) and more specifically to child-led, unstructured play activities in nature.

Key messages

• Children are spending increasing amounts of time indoors; this has led to more interest in, and research on, the wellbeing effects of contact with different types of nature (‘nature contacts’).
• Nature contacts are influential in the wellbeing of children, particularly during the early years (0–5 years) of childhood. This is a critical age when a child’s relationship with nature is developed.
• Nature play can involve playing with landscape elements (e.g. rocks, hills, water), sensory elements (e.g. dirt, sand), loose materials (e.g. stones, leaves, sticks), living things (e.g. plants, trees, insects) and weather elements (e.g. rain, snow).
• While the research does not suggest there is a prescribed optimal ‘dose’ of nature play, there is enough evidence to conclude that all types of nature contacts are likely to support children’s social and emotional wellbeing. The amount of benefit received varies across individuals and contexts.
• Practitioners working with young children can support child social and emotional wellbeing by encouraging and supporting engagement in nature play.