Early education environments that aim to increase outdoor engagement have been found across the globe. Places like the Kent State University Child Development Center in Ohio, USA, and Felixstow public school in South Australia are centered around outdoor exploration for children and adolescents (Sisson & Lash, 2017). These institutions create play environments that reflect the natural landscapes. Felixstow public school creates man-made rock creeks with running water that can be turned off or on to reflect the natural environment’s wet and dry seasons (Sisson & Lash, 2017). This school also has a garden where the students can help harvest fresh produce (Sisson & Lash, 2017). At the Child Development Center in Ohio, children have access to an apple tree and a running stream to engage in water play (Sisson & Lash, 2017). Other institutions such as Forest Schools and Nature Play Programs have also grown in popularity (Cleary et al., 2018). These educational spaces create interactive environments to help foster childhood connections to nature. 

Limited longitudinal studies have been conducted on the effects of childhood interaction with the environment on perceptions in adulthood. Some researchers have conducted studies exploring the general relationships between environmental interaction and beneficial neurological characteristics. A 2017 article highlights the importance of early interaction with nature stating, “Lack of outdoor nature play has raised cross-disciplinary concerns about nature-deficit disorder, lack of movement and big body play, and increased childhood obesity” (Sisson & Lash, 2017, p. 1). Nature-deficit disorder is a term used by Richard Louv to describe increased behavior problems, mainly in children, as a result of less time spent interacting in nature (Louv, 2008). Another study conducted in the United States sampled adult urban residents to determine childhood nature experience and adulthood environmental perceptions. They found positive environmental attitudes resulting from wild nature experiences as opposed to domestic ones. Wild nature experiences include exploring the woods, climbing trees, or playing in a creek while domestic experiences include gardening, playing soccer on manicured lawns, or climbing on a local park play structure (Cleary, Fielding, Murray, 2018). 

Much of the research engages with theories of emotional connection to nature creating actions of respect and care for nature. A 2020 research article argued that childhood is the best time to begin building this connection to ensure continued respect for the environment (Chawla, 2020). A 2018 article echoes this idea saying, “Fostering nature connection may promote the important dual outcomes of improved psychological well-being and enhanced pro-environmental attitudes and behaviors” (Cleary et al., 2018, p. 602). A 2018 study surveyed over 500 individuals to conclude how childhood nature exposure affected nature connectedness later in life. This research concluded childhood nature exposure was considerably associated with environmental citizenship behaviors in adulthood (Asah, Bengston, Westphal, et al., 2018). It is important to note that most of the research on childhood interaction with the environment and the resulting effects only examines western society. Researchers note that differences in culture within populations are required for a well-rounded understanding of people’s connection to nature (Chawla, 2020).