We are telling our kids that nature is in the past and it probably doesn't count anymore, the future is in electronics, the boogeyman is in the woods, and playing outdoors is probably illicit and possibly illegal.
Richard LouvRead
The physical exercise and emotional stretching that children enjoy in unorganized play is more varied and less time-bound than is found in organized sports. Playtime—especially unstructured, imaginative, exploratory play—is increasingly recognized as an essential component of wholesome child development.
Interpretation
Unstructured play is crucial for children's development, providing variety and freedom that organized sports cannot offer.
Richard Louv emphasizes the importance of unstructured, imaginative play in the development of children. Unlike organized sports, which tend to follow rigid rules and schedules, unorganized play allows children to explore, imagine, and engage with their environment in a way that fosters creativity, social skills, and emotional resilience, all of which are vital for healthy development.
In practice
During a parenting workshop focused on child development, this quote can highlight the significance of play.
We are telling our kids that nature is in the past and it probably doesn't count anymore, the future is in electronics, the boogeyman is in the woods, and playing outdoors is probably illicit and possibly illegal.
Now, more than ever, we need nature as a balancing agent.
The future will belong to the nature-smart...Th e more high-tech we become, the more nature we need.
We have such a brief opportunity to pass on to our children our love for this Earth, and to tell our stories. These are the moments when the world is made whole. In my children's memories, the adventures we've had together in nature will always exist.
Nature-deficit disorder describes the human costs of alienation from nature, among them: diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses. The disorder can be detected in individuals, families, and communities.
A lot of people think they need to give up nature to become adults but that's not true. However, you have to be careful how you describe and define 'nature.'
Except when he has regressive tendencies, the child's nature is to aim directly and energetically at functional independence.
The teacher who allows his scholars the freedom of the city of books is at liberty to be their guide, philosopher and friend; and is no longer the mere instrument of forcible intellectual feeding.
Teenagers are in some ways the best readers because their imaginations haven't been narrowed down by boring things like jobs and the realities of money and capitalism.
The trouble is not that schools don't work; they do. They're excellent machines for achieving historically accepted purposes. In suburban schools are children of the rich, who grow up to privilege and anesthetic oblivion to pain - and who then use the servants produced by ghetto schools.
When I first saw children's television, I thought it was perfectly horrible. And I thought there was some way of using this fabulous medium to be of nurture to those who would watch and listen.
What we want to help children with is, just because you feel sad or happy or depressed doesn't mean that is who you are. We want them to know, 'I am really sad right now, but I am not a sad person.'
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