Why do children not play in nearby nature? Results from a Norwegian survey

Abstract

Based on a nationwide Norwegian survey among 3160 parents of children aged 6-12 years, this article identifies and discusses barriers for children's engagement with nearby nature. A set of social factors related to time pressure are evaluated as more significant barriers than environmental factors such as accessibility, safety and landscape quality. Children's free play in nearby nature does not seem to be an alternative to a target-orientated and time-scheduled everyday life. Instead, parents give themselves, other adults and public institutions more responsibility to stimulate increased nature contact. Despite strong traditions in outdoor life and good accessibility to nearby nature, social and cultural trends seem to influence children's engagement with nature in the same way in 'Green Norway' as it does in many other European countries. Implications of the findings are discussed in terms of policy and promotion according to nature management and adults' roles.

A Cross-Sectional Description of Parental Perceptions and Practices Related to Risky Play and Independent Mobility in Children: The New Zealand State of Play Survey

“…It was not possible in this study to discern the reasons why respondent parents’ children do not regularly participate in risky play. However, comments from North American [30] and Norwegian [73] parents discussing outdoor free play highlight busier school schedules (e.g., homework, music, organised sport) and increased use of technology as barriers to unstructured play. Notably, these activities were not necessarily viewed as detracting from children’s development, rather the skills gained thought of as essential for the future and preventative of troublesome behaviour [30], a sentiment also captured by a New Zealand study [28].…”

Public Opinions and Use of Various Types of Recreational Infrastructure in Boreal Forest Settings

“…A narrow path will keep the visitor closer to the forest environment and nature, and enhance a more bodily nature experience including exercises like jump, bend down, climb, etc. [9,45,46]. This is especially important for children, and a path can provide more unstructured environments and opportunities for discovery and play for children [47].…”

Norwegian teachers’ safety strategies forFriluftslivexcursions: implications for inclusive education

“…Our findings in this study indicate that many of the teachers have observed some cultural changes among their pupils, including a decline in their physical skills and amount of friluftsliv experience compared to former pupils. A decline in youth outdoor skills and experiences seems to be a general trend, locally and globally (Clements, 2004;Karsten, 2005;Skaar et al, 2016). Furthermore, the findings show that many teachers are changing their own focus and attitudes on safety as compared to former excursions, with the teachers saying they are now taking more precautions in regard to the length, duration and location of excursions.…”