Psychologists agree that emotion is essential on both the personal and social level. Affect in children involves the development of emotional responses and attitudes. It involves feeling, not action. In the last decade, scientists have demonstrated that particular parts of the brain are associated with different aspects of emotion.1 The term “emotional intelligence” has been coined to describe attributes and skills related to this concept.2 Positive experiences in nature can have correlating positive effects on a child’s emotional and social wellbeing.

Erik Erikson was a psychologist who came up with a Theory of Socioemotional Development. According to Erikson’s theory, the toddler years are when children are learning autonomy over shame and doubt. This is when a “child learns what he/she can control and develops a sense of free will and corresponding sense of regret and sorrow for inappropriate use of selfcontrol”.3

Likewise, during the early childhood years, children are in the initiative versus guilt stage. Here, a “child learns to begin action, to explore, to imagine as well as feeling remorse for actions.” 4

Being in nature and playing outdoors can help develop a child’s affect. Free play in nature can allow a child to develop their own sense of independence and autonomy. They can choose what they want to do and how they want to play with the resources around them. By exploring the outdoors, a child learns the implications of their actions as well as the sense of wonder about the outdoors. 5

Go explore the outdoors!

References
1Reiman, E., Lane, R., Ahern, G., Schwartz, G. and others. (1997). Neuroanatomical correlates of externally and internally generated human emotion. American Journal of Psychiatry, 154(7), 918-925.

2Koonce, R. (1996). Emotional IQ, a new secret of success? Training & Development, 50(2), 19.

3Huitt, W. (2008). Socioemotional development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved February, 2009, from http://chiron.valdosta.edu/whuitt/col/affsys/erikson.html.

4Huitt, W. (2008). Socioemotional development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved February, 2009, from http://chiron.valdosta.edu/whuitt/col/affsys/erikson.html.

5Huitt, W. (2003). The affective system. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved February, 2009, from http://chiron.valdosta.edu/whuitt/col/affsys/affsys.html.

What your preschooler learned!
In today’s lesson we discussed how the month of January can be a cold and snowy time of the year.

We discussed some of the weather patterns in January and the types of activities that are compatible to cold and snowy weather. We read a story about a snowman and
finished by learning a fun song about melting snowmen.

[Read More]

Cognitive development focuses on developing functions of the brain such as thinking, learning, awareness, judgment, and processing information…

Nature play has been shown to increase cognitive development in children of all ages.

While playing outdoors, a child is likely to encounter opportunities for decision making that stimulate problem solving and creative thinking because outdoor spaces are often more varied and less structured than indoor spaces. In addition, there are fewer constraints outdoors on children’s gross motor movement and less restriction on their range of visual and gross motor exploration. Together these factors that do not proscribe or limit activity induce curiosity and the use of imagination.” Outdoor exploration has also been shown to increase a child’s sense of autonomy and self-reliance.

By investigating nature and using their own problem solving skills, children come to rely on themselves and their own ability. When outside, have your child practice some cognitive skills.

Have them make their own path and negotiate how to get around trees and rocks. Have them brainstorm their own solutions to some of the questions they may ask. Have fun and explore the outdoors!

References:
Snuggs, Carla. Cognitive Learning through
Play: Preschool Play Leads to Real Life Cognitive
Development: http://daycare.suite101.com/article.cfm/cognitive_learning_through_play

Burdette, H. L. & Whitaker, R. C. (2005).
Resurrecting free play in young children.
Archives of Pediatrics & Adolescent Medicine,
159, 46-50.