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the Pearson's product–moment correlation between parental attitude toward nature score, parental attitude toward their child's outdoor recreation score, the total indoor time score, and the total outdoor time score in the study of the relationship

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curriculum in so-called non-formal learning environments—forest schools and school gardens—is to improve a child's missing or insufficient relationship to nature. For example, in Texas and California, the state departments of education encourage the schools

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-GBR personnel received a grant to supply child care providers with materials to construct gardens at child care development centers and at the homes of in-home child care providers. Because the nature of the grant was horticulture based, VOA-GBR collaborated

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horizontal position, which allows a child to freely try out new beliefs and actions. Therefore, sociality, which is difficult to acquire in hierarchal relationships, can be learned though peer relations. Additionally, children interact and play diverse roles

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sensitive and receptive to the benefits of nature ( Kahn and Kellert, 2002 ; Phenice and Griffore, 2003 ; Zhang et al., 2014 ). In the 1900s, Montessori (1964) discovered that gardening for children could develop their patience, enhance moral education

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nature. The PACOR scale had a possible range of 29 through 174 with higher scores indicating more positive views toward their child's outdoor recreation. Reliability of pilot test instruments. Reliability of a scale means that when taken several times, a

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can help a child to establish positive relationships while avoiding negative treatment or victimization from others ( Welsh and Bierman, 2008 ). Each of these issues (i.e., disconnect with nature, violence, and social difficulties) are most effectively

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increases an individual’s abilities regarding communication of knowledge, relaying of emotion, originality, sociability, confidence, creativity, imagination, power of observation, and personal relationships. Preschoolers exposed to nature are able to obtain

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Community educators, teachers, designers, and parents consider the increase in children's gardens in schools and communities an important and positive trend. Being active in children's gardens encourages positive attitudes toward nature and the

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. Univ. Illinois Press, Urbana, IL Louv, R. 2008 Last child in the woods: Saving our children from nature-deficit disorder. 2nd ed. Algonquin Books, Workman, NC Maller, C. Townsend, M. 2006 Children’s mental health and wellbeing and hands-on contact with

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