“Technological nature” refers to the use of technologies to mediate, augment or simulate the natural world. Current examples of technological nature include videos, live webcams and immersive virtual environments. Mediated nature experiences are sometimes used in research to simulate real nature experiences and, in practice, to complement and expand such experiences. At times, the use of technology may work against efforts to connect children with nature. This can occur if children are engaging with technology instead of with nature.

Top-down processing tasks in a simulated natural environment tend to negate the restorative effects of nature

Attention restoration theory (ART) includes the idea that natural environments engage bottom-up processing (effortless attention) while non-natural environments require top-down processing (directed attention). This study tested the predictions of ART by adding top-down processing tasks to exposure to a simulated natural environment and found that such tasks tended to nullify the restorative effects of the natural environment.
Crossan & Salmoni, 2021. A simulated walk in nature: Testing predictions from the attention restoration theory.
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Nature-related elements in healthcare facilities can promote children’s health and well-being

This scoping review focused on how pediatric healthcare building design impacts the health and well-being of children. Thirteen papers were included in the review. Several studies found that having indirect or direct access to nature can reduce pain and stress, enhance social functioning and promote an increased sense of control in healthcare environments. The use of virtual reality is an example of indirect access to nature. Healing gardens were mentioned most frequently as a direct nature-related provision.
Gaminiesfahani, Lozanovska & Tucker, 2020. A scoping review of the impact on children of the built environment design characteristics of healing spaces.
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Children using a virtual reality device for nature-based therapy after extensive surgical procedures reported a decrease in pain, anxiety, and nausea

Four pediatric patients used 3-D Nature-Based Therapy (NBT) glasses after extensive surgical procedures. Pain, nausea, and anxiety scales completed before and after the medical procedures indicated that the use of the virtual reality device was associated with an overall improvement in symptom management. All four of the pediatric patients using the glasses found the experience to be “enjoyable” and “helpful.”
Kucher et al. 2020. 3-Dimensional nature-based therapeutics in pediatric patients with total pancreatectomy and isletauto-transplant.
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Contemporary children’s experience of nature (which includes mediated experiences) is significantly higher than the experience of nature for children in 1900 

A study investigating possible differences between the experiences with nature of children from 1900 and of children from 2015 used exact data comparisons based on survey responses. The data showed a rise in experience with nature among contemporary children compared to the children of the early 20th century. Mediated experiences play an important part in contemporary children’s experience of nature.
Novotny et al. 2020. Are children actually losing contact with nature, or is it that their experiences differ from those of 120 years ago?
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Technologies, specifically screen media devices (i.e., television, tablets, mobile phones and computers), are deeply embedded in the lives of children and youth. Research findings on the impact of technology on children’s learning and development are mixed. Research on “green time” (time in nature-rich environments), on the other hand, consistently demonstrates positive outcomes for children. Some research on screen time and green time considers an appropriate balance between the two; other research focuses on the value of integrating nature and technology.

Childcare centers have room to improve in physical activity, screen time and outdoor learning environment policies and practices

Survey responses from 481 licensed early childhood education centers in Texas indicate that most of the centers meet the minimum requirements (at least 60 minutes) of physical activity for toddlers and preschoolers. More than 80% meet best practice recommendations for screen time for infants and toddlers, but more than 50% do not meet the screen time recommendations for 3- to 5-year-olds. Only one center reported meeting all 12 key indicators for outdoor learning environments as recommended by the Natural Learning Initiative.
Byrd-Williams et al. 2019. Physical activity, screen time, and outdoor learning environment practices and policy implementation: A cross sectional study of Texas child care centers.
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Greater access to green space is positively linked to higher levels of physical activity, less TV watching, and possibly healthier weight in children and youth

This systematic review and meta-analysis investigated the association between access to green space and weight-related behaviors and/or outcomes in children and youth. Reviewed studies were from nine countries and included sample sizes from approximately 100 to over 44,000. Most of the studies found that greater access to green space predicted higher levels of physical activity, healthier weight, and lower levels of television-watching time. A causal association between green space access and weight status could not be determined.
Jia et al. 2020. Green space access in the neighborhood and childhood obesity.
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Screen time and green time are linked to psychological well-being in contrasting ways

This systematic scoping review investigated an association between screen time, green time, and psychological outcomes in children and adolescents. Generally, high levels of screen time (TV watching, use of electronic devices, etc.) were associated with unfavorable psychological outcomes (depression, anxiety, stress, poor self-regulation, etc.), while green time (exposure to or time spent in nature) tended to be associated with favorable psychological outcomes (positive mental health, cognitive functioning, and academic achievement). Some evidence indicates that green time could buffer negative consequences of high screen time.
Oswald et al. 2020. Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review.
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Physical activity and screen time behaviors can decrease or increase concurrently

This study of physical activity and recreational screen time behaviors of 1,711 children and youth related to the COVID lockdown in Germany showed an increase in recreational screen time paralleled by an increase in physical activity (related to unorganized sports) during lockdown. These findings indicate that physical activity and recreational screen time “do not act as functional opposites and may decrease or increase concurrently.” Concerns about physical activity levels and screen time use among children and adolescents should therefore be addressed separately.
Schmidt et al. 2020. Physical activity and screen time of children and adolescents before and during the COVID‐19 lockdown in Germany: A natural experiment.
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Balancing technology and outdoor learning can enhance early childhood education

This paper provides a research-based overview of the benefits of both technology and outdoor learning for young children and argues for an integration of the two for enhancing early childhood education. Specific recommendations are offered on how teacher educators can guide early childhood teachers in balancing technology and outdoor learning in their teaching practices.
Siskind et al. (2020). Balancing technology and outdoor learning: Implications for early childhood teacher educators.
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Research investigating children’s use of technology tends to focus on indoor activities. Some current researchers, however, are beginning to investigate potential benefits of combining outdoor play with the use of digital technology. Current researchers are also identifying concerns about policies and practices relating to an appropriate balance between the use of technology and outdoor play. A new observational tool, designed to evaluate both children’s outdoor play and the play environment, includes categories relating to play with natural materials and play with digital devices.

Childcare centers have room to improve in physical activity, screen time and outdoor learning environment policies and practices

Survey responses from 481 licensed early childhood education centers in Texas indicate that most of the centers meet the minimum requirements (at least 60 minutes) of physical activity for toddlers and preschoolers. More than 80% meet best practice recommendations for screen time for infants and toddlers, but more than 50% do not meet the screen time recommendations for 3- to 5-year-olds. Only one center reported meeting all 12 key indicators for outdoor learning environments as recommended by the Natural Learning Initiative.
Byrd-Williams et al. 2019. Physical activity, screen time, and outdoor learning environment practices and policy implementation: A cross sectional study of Texas child care centers.
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A new play observation tool focuses on both child-initiated outdoor play and the play environment

Play observation tools are generally not able to adequately capture the unique characteristics of outdoor play. This concern led to the development of the Tool for Observing Play Outdoors (TOPO), which –in addition to typical play categories – includes three new play types: bio play, restorative play, and digital play. The bio play category focuses on children’s playful interactions with living things. The digital play category recognizes the increasing use of technology in outdoor play spaces.
Loebach & Cox, 2020. Tool for Observing Play Outdoors (TOPO): A new typology for capturing children’s play behaviors in outdoor environments.
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The use of iPads by young children added to their outdoor play, while also promoting nature connectedness

Data collected over a 3-year period indicated that Canadian teachers’ views about young children’s use of iPads during outdoor play shifted over time. Many of the educators were initially concerned about children being too sedentary and solitary if electronic devices were used outdoors. They were also concerned about the safety of both children and the devices. Over time, the teachers came to appreciate ways in which the use of technology outdoors inspired more physical activity, creativity, and nature connectedness.
McGlynn-Stewart, Maguire & Mogyorodi, 2020. Taking it outside: Engaging in active, creative, outdoor play with digital technology.
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