Connection with Nature as a Key Factor in the Formation of Childhood Identities: A Systematic Review
Abstract Rapid urban and technological development has driven humans towards social and cultural dynamics marked by a nature-deficit in their habits and routines. The effects produced by the separation of the human have been analysed different perspectives in previous research, highlighting the benefits and importance of establishing a greater connection between the two. The aim of this study was to find out the impact of nature on humans’ internal attributes; specifically, values, behaviours, emotions and social skills that shape the individual identity construction, especially during childhood. For this, based on a bibliographic search in the Web of Science and Scopus databases, a Systematic Literature Review was carried out using the SALSA framework. The literature selected was limited to studies published between 2012 and 2022, after applying pre-established criteria, a total of 10 articles were selected for analysis. Most of the results showed that interaction with nature generates positive effects on the emotional, behavioural, and social development of boys and girls, offering a greater knowledge of themselves, positive bonds with their peers, a deeper connection with the environment and, ultimately, a process of personal development that generates a healthy identity construction through connection with nature. In conclusion, it is important to increase research into the impact of natural environments on the construction of identity from an early age, from pedagogical and humanist perspectives.
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Änggård, E. (2016). How matter comes to matter in children’s nature play: posthumanist approaches and children’s geographies. Children’s Geographies, 14(1), 77-90. https://doi.org/10.1080/14733285.2015.1004523
Askerlund, P., & Almers, E. (2016). Forest gardens – new opportunities for urban children to understand and develop relationships with other organisms. Urban Forestry & Urban Greening, 20(1), 187-197. https://doi.org/10.1016/j.ufug.2016.08.007
Barrera-Hernández, L., Sotelo-Castillo, M., Echeverría-Castro, S., & Tapia-Fonllem, C. (2020). Connectedness to Nature: Its Impact on Sustainable Behaviors and Happiness in Children. Frontiers in Psychology, 11, 276. https://doi.org/10.3389/fpsyg.2020.00276
Bernal, A. (2005). Reconceptualización de la identidad personal y educación para la autodeterminación posible. Teoría de la educación. Revista Interuniversitaria, 17, 97-128. https://doi.org/10.14201/3114
Bikomeye J. C., Balza J., & Beyer K. M. (2021). The Impact of Schoolyard Greening on Children’s Physical Activity and Socioemotional Health: A Systematic Review of Experimental Studies. International Journal of Environmental Research and Public Health, 18(2), 535. https://doi.org/10.3390/ijerph18020535
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Cheung, L. T., & Hui, D. L. (2018). Influence of residents’ place attachment on heritage forest conservation awareness in a peri-urban area of Guangzhou, China. Urban forestry & urban greening, 33, 37-45. https://doi.org/10.1016/j.ufug.2018.05.004
Chiumento, A., Mukherjee, I., Chandna, J., Dutton, C., Rahman, A., & Bristow, K. (2018). A haven of green space: learning from a pilot pre-post evaluation of a school-based social and therapeutic horticulture intervention with children. BMC Public Health, 18(836). https://doi.org/10.1186/s12889-018-5661-9
Cudworth, D., & Lumber, R. (2021). The importance of Forest School and the pathways to nature connection. Journal of Outdoor and Environmental Education, 24, 71–85. https://doi.org/10.1007/s42322-021-00074-x
Dewey, A. M. (2021). Shaping the Environmental Self: The Role of Childhood Experiences in Shaping Identity Standars of Environmental Behavior in Adulthood. Sociological Perspectives, 64(4), 657- 675. https://doi.org/10.1177/0731121420981681
Dopko, R. L., Capaldi, C. A., & Zelenski, J. M. (2019). The psychological and social benefits of a nature experience for children: A preliminary investigation. Journal of Environmental Psychology, 63, 134-138. https://doi.org/10.1016/j.jenvp.2019.05.002
Ergün, N. (2020). Identity development: Narrative identity and intergenerational narrative identity. Current Approaches in Psychiatry, 12(4), 455-475. https://doi.org/10.18863/pgy.676439
Erikson, E. (1994). Identity, youth and crisis. W. W. Norton.
Evans, G. W., Otto, S., & Kaiser, F. G. (2018). Childhood origins of young adult environmental behavior. Psychological Science, 29(5), 679–687. https://doi.org/10.1177/0956797617741894
Flórez Varón, A., y Cárdenas-Támara, F. (2022). Desarrollo de la identidad ambiental desde el diseño de experiencias en la naturaleza. Naturaleza y Sociedad. Desafíos Medioambientales, (3), 20–58. https://doi.org/10.53010/nys3.02
Fretwell, K., & Greig, A. (2019). Towards a Better Understanding of the Relationship between Individual’s Self-Reported Connection to Nature, Personal Well-Being and Environmental Awareness. Sustainability, 11(5), 1386. https://doi.org/10.3390/su11051386
González, G., Lazzaro, M., & Mundaca, E. (2022). A (Geo-) Narrative Analysis of Children’s Perceptions of Wellbeing in Relation to Nature as the Basis for Educational Intervention Planning. SAGE Open, 12(2). https://doi.org/10.1177/21582440221097398
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26, 91-108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
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Humphreys, C., & Blenkinsop, S. (2018). Ecological identity, empathy, and experiential learning: A young child’s explorations of a nearby river. Australian Journal of Environmental Education, 34(2), 143–158. https://doi.org/10.1017/aee.2018.20
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Liao, J., Yang, S., Xia, W., Peng, A., Zhao, J., Li, Y., Zhang, Y., Qian, Z., Vaughn, M., Schootman, M., Zhang, B., & Xu, S. (2020). Associations of exposure to green space with problem behaviours in preschool-aged children, International Journal of Epidemiology, 49(3), 944-953. https://doi.org/10.1093/ije/dyz243
Louv, R. (2005). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Algonquin Books.
Luís, S., Dias, R., & Lima, M. L. (2020). Greener Schoolyards, Greener Futures? Greener Schoolyards Buffer Decreased Contact with Nature and Are Linked to Connectedness to Nature. Frontiers in Psychology, 11, 567882. https://doi.org/10.3389/fpsyg.2020.567882
Martori, J. C., Apparicio, P., & Séguin, A. M. (2020). Spatial Potential Accessibility of Playgrounds in Barcelona City. Applied Spatial Analysis and Policy, 13, 489-506. https://doi.org/10.1007/s12061-019-09316-4
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Änggård, E. (2016). How matter comes to matter in children’s nature play: posthumanist approaches and children’s geographies. Children’s Geographies, 14(1), 77-90. https://doi.org/10.1080/14733285.2015.1004523
Askerlund, P., & Almers, E. (2016). Forest gardens – new opportunities for urban children to understand and develop relationships with other organisms. Urban Forestry & Urban Greening, 20(1), 187-197. https://doi.org/10.1016/j.ufug.2016.08.007
Barrera-Hernández, L., Sotelo-Castillo, M., Echeverría-Castro, S., & Tapia-Fonllem, C. (2020). Connectedness to Nature: Its Impact on Sustainable Behaviors and Happiness in Children. Frontiers in Psychology, 11, 276. https://doi.org/10.3389/fpsyg.2020.00276
Bernal, A. (2005). Reconceptualización de la identidad personal y educación para la autodeterminación posible. Teoría de la educación. Revista Interuniversitaria, 17, 97-128. https://doi.org/10.14201/3114
Bikomeye J. C., Balza J., & Beyer K. M. (2021). The Impact of Schoolyard Greening on Children’s Physical Activity and Socioemotional Health: A Systematic Review of Experimental Studies. International Journal of Environmental Research and Public Health, 18(2), 535. https://doi.org/10.3390/ijerph18020535
Camelo, A. (2023). La sociología visual en la comprensión de la identidad en la infancia. Educación y Ciencia, 27, e1512. https://doi.org/10.19053/0120-7105.eyc.2023.27.e15129
Cheung, L. T., & Hui, D. L. (2018). Influence of residents’ place attachment on heritage forest conservation awareness in a peri-urban area of Guangzhou, China. Urban forestry & urban greening, 33, 37-45. https://doi.org/10.1016/j.ufug.2018.05.004
Chiumento, A., Mukherjee, I., Chandna, J., Dutton, C., Rahman, A., & Bristow, K. (2018). A haven of green space: learning from a pilot pre-post evaluation of a school-based social and therapeutic horticulture intervention with children. BMC Public Health, 18(836). https://doi.org/10.1186/s12889-018-5661-9
Cudworth, D., & Lumber, R. (2021). The importance of Forest School and the pathways to nature connection. Journal of Outdoor and Environmental Education, 24, 71–85. https://doi.org/10.1007/s42322-021-00074-x
Dewey, A. M. (2021). Shaping the Environmental Self: The Role of Childhood Experiences in Shaping Identity Standars of Environmental Behavior in Adulthood. Sociological Perspectives, 64(4), 657- 675. https://doi.org/10.1177/0731121420981681
Dopko, R. L., Capaldi, C. A., & Zelenski, J. M. (2019). The psychological and social benefits of a nature experience for children: A preliminary investigation. Journal of Environmental Psychology, 63, 134-138. https://doi.org/10.1016/j.jenvp.2019.05.002
Ergün, N. (2020). Identity development: Narrative identity and intergenerational narrative identity. Current Approaches in Psychiatry, 12(4), 455-475. https://doi.org/10.18863/pgy.676439
Erikson, E. (1994). Identity, youth and crisis. W. W. Norton.
Evans, G. W., Otto, S., & Kaiser, F. G. (2018). Childhood origins of young adult environmental behavior. Psychological Science, 29(5), 679–687. https://doi.org/10.1177/0956797617741894
Flórez Varón, A., y Cárdenas-Támara, F. (2022). Desarrollo de la identidad ambiental desde el diseño de experiencias en la naturaleza. Naturaleza y Sociedad. Desafíos Medioambientales, (3), 20–58. https://doi.org/10.53010/nys3.02
Fretwell, K., & Greig, A. (2019). Towards a Better Understanding of the Relationship between Individual’s Self-Reported Connection to Nature, Personal Well-Being and Environmental Awareness. Sustainability, 11(5), 1386. https://doi.org/10.3390/su11051386
González, G., Lazzaro, M., & Mundaca, E. (2022). A (Geo-) Narrative Analysis of Children’s Perceptions of Wellbeing in Relation to Nature as the Basis for Educational Intervention Planning. SAGE Open, 12(2). https://doi.org/10.1177/21582440221097398
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26, 91-108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
Green, C. (2017). Children environmental identity development in an Alaska Native rural context. International Journal of Early Childhood, 49(3), 303-319. https://doi.org/10.1007/s13158-017-0204-6
Green, C. (2018). Children’s environmental identity development. Peter Lang.
Holt, E. W., Lombard, Q. K., Best, N., Smiley-Smith, S., & Quinn, J. E. (2019) Active and Passive Use of Green Space, Health, and Well-Being amongst University Students. International Journal of Environmental Research and Public Health, 16(3), 424. https://doi.org/10.3390/ijerph16030424
Humphreys, C., & Blenkinsop, S. (2018). Ecological identity, empathy, and experiential learning: A young child’s explorations of a nearby river. Australian Journal of Environmental Education, 34(2), 143–158. https://doi.org/10.1017/aee.2018.20
Huynh, O., Craig, W., Janssen, I., & Pickett, W. (2013). Exposure to public natural space as a protective factor for emotional well-being among young people in Canada. BMC Public Health, 13(407). https://doi.org/10.1186/1471-2458-13-407
Ibáñez Ayuso, M. J., Limón Mendizabal, M. R., y Ruíz-Alberdí, C. M. (2023). La escuela: lugar de significado y compromiso. Teoría de La Educación. Revista Interuniversitaria, 35(1), 47–64. https://doi.org/10.14201/teri.27858
Jarvis, I., Sbihi, H., Davis, Z., Brauer, M., Czekajlo, A., Davies, H., Gergel, S., Guhn, M., Jerrett, M., Koehoorn, M., Nesbitt, L., Oberlander, T., Su, J., & van den Bosch, M. (2022). The influence of early-life residential exposure to different vegetation types and paved surfaces on early childhood development: A population-based birth cohort study. Environment International, 163, 107196. https://doi.org/10.1016/j.envint.2022.107196
Kellert, S. R. (2002). Experiencing nature: Affective, cognitive, and evaluative development in children. In P. H. Kahn, Jr. & S. R. Kellert (Eds.), Children and nature: Psychological, sociocultural, and evolutionary investigations (pp. 117–151). MIT Press. https://doi.org/10.7551/mitpress/1807.003.0006
Liao, J., Yang, S., Xia, W., Peng, A., Zhao, J., Li, Y., Zhang, Y., Qian, Z., Vaughn, M., Schootman, M., Zhang, B., & Xu, S. (2020). Associations of exposure to green space with problem behaviours in preschool-aged children, International Journal of Epidemiology, 49(3), 944-953. https://doi.org/10.1093/ije/dyz243
Louv, R. (2005). Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder. Algonquin Books.
Luís, S., Dias, R., & Lima, M. L. (2020). Greener Schoolyards, Greener Futures? Greener Schoolyards Buffer Decreased Contact with Nature and Are Linked to Connectedness to Nature. Frontiers in Psychology, 11, 567882. https://doi.org/10.3389/fpsyg.2020.567882
Martori, J. C., Apparicio, P., & Séguin, A. M. (2020). Spatial Potential Accessibility of Playgrounds in Barcelona City. Applied Spatial Analysis and Policy, 13, 489-506. https://doi.org/10.1007/s12061-019-09316-4
Muñoz, S. A. (2009). Children in the Outdoors. Sustainable Development Research Centre.
Muñoz-Rodríguez, J. M. (2022). Del déficit de naturaleza: hacia una pedagogía de las cosas de la naturaleza. En A. García del Dujo (Coord.), Pedagogía de las cosas. Quiebra de la educación de hoy (pp. 395-402). Octaedro.
Mycock, K. (2018). Playing with mud- becoming stuck, becoming free? … The negotiation of gendered/class identities when learning outdoors. Children’s Geographies, 17(4), 454-466. https://doi.org/10.1080/14733285.2018.1546379
Mygind, L., Kurtzhals, M., Nowell, C., Melby, P. S., Stevenson, M. P., Nieuwenhuijsen, M., Lum, J. A., Flensborg-Madsen, T., Bentsen, P., & Enticott, P. (2021). Landscapes of becoming social: A systematic review of evidence for associations and pathways between interactions with nature and socioemotional development in children. Environment International, 146, 106238. https://doi.org/10.1016/j.envint.2020.106238
Nyarku, M., Buonanno, G., Ofosu, F., Jayaratne, R., Mazaheri, M., & Morawska, L. (2019). Schoolchildren’s personal exposure to ultrafine particles in and near Accra, Ghana. Environment International, 133, 105223. https://doi.org/10.1016/j.envint.2019.105223
Pelo, A. (2018). The goodness of rain. Exchange Press.
Pérez-del-Pulgar, C., Anguelovski, I., Cole, H. V. S., de Bont, J., Connolly, J., Baró, F., Díaz, Y., Fontán-Vela, M., Duarte-Salles, T., & Triguero-Mas, M. (2021). The relationship between residential proximity to outdoor play spaces and children’s mental and behavioral health: The importance of neighborhood socio-economic characteristics. Environmental Research, 200, 111326. https://doi.org/10.1016/j.envres.2021.111326
Pollin, S., & Retzlaff-Fürst, C. (2021). The School Garden: A Social and Emotional Place. Frontiers in Psychology, 12, 567720. https://doi.org/10.3389/fpsyg.2021.567720
Puig, J., y Casas, M. (2017). El impacto ambiental: un despertar ético valioso para la educación. Teoría de la Educación. Revista Interuniversitaria, 29(1), 101-128. https://doi.org/10.14201/teoredu291101128
Puig, J., Echarri, F., y Casas, M. (2014). Educación ambiental, inteligencia espiritual y naturaleza. Teoría de la Educación. Revista Interuniversitaria, 26(2), 115-140. http://doi.org/10.14201/teoredu2014261115140
Pyle, R. M. (1993). The Thunder Tree: Lessons from an Urban Wildland. Oregon State University Press.
Quiroga, F., Capella, C., Sepúlveda, G., Conca, B., y Miranda, J. (2021). Identidad personal en niños y adolescentes: estudio cualitativo. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 19(2), 1-25. https://doi.org/10.11600/rlcsnj.19.2.4448
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