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.     

Environmental education is timeless. It enriches young and old alike. More importantly, educating future generations about environmental issues is critical to preserving our natural world. With better understanding come better decisions. 

While environmental education in schools has had mixed responses, many communities around the country have discovered its benefits.  Research proves that environmental-based education motivates students to learn and improves academic performances across the curriculum.  For example, studies conducted by the State Education and Environmental Roundtable illustrate that students learning in an environmental-based curriculum are performing higher than or equal to their peers in more traditional programs.  The rich, comprehensive learning atmosphere provides opportunities for students to investigate the interaction of the natural and social systems that comprise their local environment, increasing their awareness of the complexity of life in their community while, at the same time, fostering civic responsibility (SEER, 2005). 

Ironically, the No Child Left Behind Act has had some unforeseen, negative impacts on environmental education.  The law places emphasis on reading and math and requires strict testing on those subjects.  As a result, schools across the country have invested more time and resources in math and language skills while foregoing other subjects like science and environmental education.  Students are then deprived of the opportunity to discover and learn about the surrounding environment.   

In Rhode Island, the Department of Education introduced statewide science standards last year.   It also launched a web site to support teachers with ideas and resources to assist them in meeting the standards.  In fact, teachers are encouraged to utilize community organizations such as the Audubon Society of Rhode Island to enhance their inquiry-based science education.  However, the challenges of time and funding still remain.     

School budgets are stretched thin, and student transportation costs for field trips have skyrocketed.  Most teachers look to their PTOs to support environmental education programs.  Moreover, the Audubon Society of Rhode Island has sought funding from corporations, foundations, and the state to support our Urban Initiative program.  This award-winning program has provided environmental-based programs to students in urban communities throughout Rhode Island for over seven years.  However, each year Audubon faces the challenge of securing funds to support this beneficial program.   

The Audubon Society of Rhode Island is dedicated to providing standards-based environmental education programs throughout every school district in Rhode Island.  We are also committed to offering a variety of nature programs for families of all ages, as described in our Nature Tours & Programs publication.  Overall, our staff is devoted to environmental education and is working hard to develop an environmentally literate population in Rhode Island.   

So, we encourage you - urge you - to appreciate and experience what nature offers us every day.

Take a nature walk with your family. Check out a tide pool. Support your children's teachers.
Encourage your legislator to pass the No Child Left Inside Act. Discover backyard birding.
And most of all have fun exploring the natural world.

Sources:
Environmental Protection Agency - www.epa.gov
Last Child in the Woods by Richard Louv
Closing the Achievement Gap by the Statewide Education and Environmental Roundtable
Environmental Literacy in America by the National Environmental Education & Training Foundation