Children?s interactions with relatively wild nature associated with more relational behavior: A model of child-nature interaction in a forest preschool

Interaction with nature is vital for children's physical and psychological development. Nature preschools provide the means for such interaction, but little is known about the significance of child-nature interactions in these settings. Using a randomized time-sampling methodology, we conducted an observational study of 49 children in a forest preschool. Video data was collected over 35 weeks. Based on second-by-second coding, and drawing on Interaction Pattern theory, we developed a model of child-nature interaction in this setting. We then tested our hypothesis that relatively wild areas of this environment would be positively associated with child-nature be-haviors that were more relational - that is, behaviors demonstrating a bond with nature or respect, including the ability to cohabitate with other lifeforms, and to promote the well-being of nature. Results confirmed this hy-pothesis. Discussion focuses on the phylogenetic and ontogenetic significance of the 26 modeled child-nature interactions, and the importance of more wild natural environments for human development and flourishing.