How did you spend your play time as a child?  Did you go outside and explore the "woods"?  While there, did you play capture the flag, hide ‘n' seek, or maybe build a fort?  For most adults, the connection to nature began with similar, positive, childhood experiences.

By contrast, today's children are spending less and less time playing outside than in years past; however, they do spend an average of four hours each day watching TV and playing video games.  In addition, parents concerned for the safety of their children further limit their outdoor activities.  Some schools have even eliminated recess.

Author Richard Louv, in his book Last Child in the Woods, coined the term "nature-deficit disorder" to describe this phenomenon.  Given these restrictions, how will rising generations care for the earth when they have not had the opportunity to build a connection with nature? 

Although it might sound like a depressing trend, there is hope for our kids and our planet.  Over the last year, a quickly expanding national movement has blossomed that encourages families to get outside and play in response to this nature-deficit phenomenon.  

Nature beckons us to enjoy its beauty and unlock its mysteries, and now is an exciting and critical time for environmental education.  Organizations such as the U.S. Park Service, the National Wildlife Federation, and the Audubon Society of Rhode Island offer a multitude of quality programs that encourages children and families to explore the natural world.  

Lawmakers also are lending their support. Legislators in both the House and Senate have recently introduced the No Child Left Inside Act, which would incorporate environmental education into school curriculum in every state. Rhode Islanders should be proud to know that Senator Jack Reed introduced this act in the Senate.  If passed, it would be a huge boost for environmental education, exposing younger generations to the natural world.  This positive momentum is exciting.  However, it will take time, support, and crucial funding.