In essence,humans and nature coexist,co-present,and co-evolve.Children are conceived in and are an organic part of nature;the relationship between children and nature is characterized by a primordial ″mother-child″ and ″you-me″ connection.However,with the deepening processes of industrialization,urbanization,and informatization,children′s living spaces and modes have undergone tremendous and increasingly rapid transformations.Consequently,children are gradually exhibiting symptoms of nature-deficit disorder,including a decline in naturalistic concepts,a lack of embodied experiences,and an alienation from natural affinities,making nature education an urgent imperative.The primary educational pathways to fundamentally address children′s nature-deficitdisorder lie in three aspects:creating natural environments within schools canfacilitate meaningful encounters between children and nature,awakening their innate natural tendencies;organizing planting activities allows children to participate in the growth of natural organisms,enabling them to ″become nature″;and guiding children into wilderness settings can help them release their most primal natural forces,reintegrating them as organic components of nature.Thereby,the primordial relationship between children and nature can be restored.
Key words
nature-deficit disorder /
nature education /
children′seducation /
school environment design /
planting activities
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