Connection to nature has been identified as one of the domains of spirituality. Connections with nature – or nature engagement – can also be a pathway to spirituality. A child encountering the beauty and wonder of nature may experience awe and feelings of joy. Such encounters – or spiritual moments – can foster perspective taking, enhanced social connections, life satisfaction, and a sense of well-being. 

Awe-inspiring encounters with nature can foster prosocial behaviors

Awe is sometimes referred to as a “self-transcendent” or spiritual experience in that it shifts attention away from self and makes us feel a part of something greater than ourselves. This brief review of the literature discusses ways in which awe-inspiring encounters with nature can promote greater orientation to others and increased sensitivity to the needs of others. Selected studies also found that awe and perceptions of beauty in nature can foster perspective taking and enhanced social connections.
Goldy & Piff, 2020. Toward a social ecology of prosociality: Why, when, and where nature enhances social connection.
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Engagement with nature through sensory experiences may help a young child develop a felt sense of God

This theoretical article proposes that an attachment to nature may be a pathway for young children to develop a felt sense of God. This premise draws from the concept of attachment theory, which usually refers to how infants become emotionally attached to the significant people in their world. The author  proposes that engagement with nature through sensory experiences helps a young child develop attachments that expand beyond humans to include animals, places, and nature.
Christian, 2020. Attachment, nature, and the young child’s felt sense of God.
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Spirituality is associated with children’s and adolescents’ well-being

Over a thousand children and youth in Zambia completed a survey which included assessments of happiness, life satisfaction, religiosity, and spirituality. The spirituality assessment was based on the nature domain of spirituality which focuses on an individual’s connectedness to nature. Spirituality, as measured by the nature domain, was shown to be a strong predictor of children’s life satisfaction and a moderate predictor of adolescents’ happiness and life satisfaction.
Holder et al. 2016. Well-being’s relation to religiosity and spirituality in children and adolescents in Zambia.
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Early childhood teachers share a variety of ideas on how to intentionally support children’s spirituality

Thirty-three early childhood educators in the U.S. completed surveys addressing their perceptions and practices about nurturing spirituality in secular early childhood settings. Their responses revealed a substantial overlap between developmentally appropriate practice and activities they used to nurture children’s spirituality. Their responses also reflected an understanding of how nature engagement can support children’s spiritual development.
Mata-McMahon, Haslip & Schein, 2018. Early childhood educators’ perceptions of nurturing spirituality in secular settings.
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Early childhood educators describe children’s spirituality as multi-layered, including building connections, practicing values and making meaning

Early childhood educators’ responses to a survey about children’s spirituality revealed eight salient concepts: connections (including connections with nature), practicing virtues, making meaning, God and religion, self-awareness, mindfulness and presence, humanness, and inner feelings (including wonder, awe and reverence for the natural world). Educators viewed children’s spirituality as relating to both the inner and outer life of the child and as more of a “heart” strength than a “mind” strength.
Mata-McMahon, Haslip & Schein, 2020. Connections, virtues, and meaning-making: How early childhood educators describe children’s spirituality.
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Cross-national study finds a strong association between adolescent mental health and all four domains of spiritual health

Initial analysis of information collected from 28,000 adolescents in three different countries showed strong and consistent associations between positive mental health and higher scores in all four dimensions of spiritual health: connections to self, others, nature, and the transcendent. Further analysis indicated that associations between connections of “others,” “nature” and the “transcendent” to mental health may be mediated through connections to “self.”
Michaelson et al. 2019. Domains of spirituality and their associations with positive mental health: A study of adolescents in Canada, England and Scotland.
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Childhood nature experiences enhance care for self and others and contribute to spiritual development

This qualitative study explored young children’s spiritual development, and the role of nature-based experiences in that spiritual development, as interpreted by 12 experts in the field of early childhood education. Reflections on how nature inspires a sense of awe – which in turn leads to a sense of spirituality – were often mentioned by the experts. Also noted was the understanding that spirituality is strengthened and deepened through repeated interactions with nature.
Schein, 2014. Nature’s role in children’s spiritual development.
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A newly-developed instrument measures the spiritual component of an individual’s relationship with nature

This study involved the development of an instrument to measure an individual’s ecospirituality, or reverential respect for the environment. Five dimensions of ecospirituality were identified and used to frame the instrument. These five dimensions are dwelling, caring, revering, experiencing, and relating. Further research found this scale to be a valid and reliable instrument for measuring the spiritual component of one’s relationship with nature.
Suganthi, 2019. Ecospirituality: A scale to measure an individual’s reverential respect for the environment.
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Child-led or spontaneous observations and interactions with nature can foster children’s spiritual development. Guided or adult-initiated activities can do so, as well. Some activities supported by adults include music making in nature, mindfulness activities, and outdoor photography.

Music making in nature may help children experience spiritual moments

Six classes of children (age 7-11) from six different primary schools in Wales participated in music making experiences in outdoor natural areas over a two-year period. Feedback from the students suggested that music making in nature elicited a spiritual response and allowed them to experience feelings of joy, connection, wonder, awe and a sense of inner calm or peace. These feelings were experienced by the children during, and even after, the music making activity.
Adams & Beauchamp, 2019. Spiritual moments making music in nature. A study exploring the experiences of children making music outdoors, surrounded by nature.
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Mindfulness in nature could promote transcendent and holistic understandings consistent with indigenous cultures’ beliefs

Students from four primary schools in Wales participated in a variety of mindfulness activities in a local nature reserve. The activities included breathing meditations, listening exercises, watching birds, feeling leaves, and smelling moss. Researchers involved with the project noted how the students’ responses to this experience reflect the spirituality of Indigenous peoples, which includes feeling a sense of inner peace, wholeness, and an interconnectedness of the elements of the earth and the universe.
Adams & Beauchamp, 2020. A study of the experiences of children aged 7-11 taking part in mindful approaches in local nature reserves.
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Engaging children in outdoor photography can provide insights into their spiritual personae

Fourteen teacher education students assisted a group of preschool children in using tablets to take pictures of the outdoor environment. Observations of the children and conversational dialogue with them allowed the teacher education students to gain insights into the personae of the spiritual child, including “a dramatist filled with wonder,” “a naturist and visionary seeing beauty in life,” “a creative artist,” and “an awakener of transformative learning.”
Harris, 2018. The personae of the spiritual child: Taking pictures of the heart using technology and tablets.
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Indigenous communities represent a rich diversity of cultures and traditions; yet what they tend to hold in common is a deep connection to and respect for the world of nature. A worldview held by many Indigenous people encompasses the idea of an interdependent unity of beings with their environment.

Animal-human relationship stories attest to the role animals play in the holistic health of Indigenous peoples

This research project involved researchers, traditional Elders, and other community adults and youth in the development of a two-day workshop focusing on ways in which animals contribute to holistic wellness for Indigenous peoples. Inter-generational and collective storytelling, along with other group activities, led to a greater appreciation of animals as messengers, providers, guides, helpers, teachers, protectors, and healers in the lives of Indigenous peoples.
McGinnis et al. 2019. Strengthening animal-human relationships as a doorway to Indigenous holistic wellness.
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Indigenous perspectives can help restore and protect sacred bonds between humans and the rest of the natural world

Researchers used documents and interviews to gain information about two Indigenous communities (the Mayangna and Anishinaabe) in Canada. A number of converging beliefs and challenges of the two communities were identified. Also emerging from this research was the understanding that the spiritual and cultural values of Indigenous peoples can help restore a healthy human-nature relationship.
Perez & Longboat, 2019. Our shared relationship with land and water: Perspectives from the Mayangna and the Anishinaabe.
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Mindfulness in nature could promote transcendent and holistic understandings consistent with indigenous cultures’ beliefs

Students from four primary schools in Wales participated in a variety of mindfulness activities in a local nature reserve. The activities included breathing meditations, listening exercises, watching birds, feeling leaves, and smelling moss. Researchers involved with the project noted how the students’ responses to this experience reflect the spirituality of Indigenous peoples, which includes feeling a sense of inner peace, wholeness, and an interconnectedness of the elements of the earth and the universe.
Adams & Beauchamp, 2020. A study of the experiences of children aged 7-11 taking part in mindful approaches in local nature reserves.
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Spiritual health inequalities exist; a number of factors may contribute to these inequalities. Inequitable access to nature and subsequent connections with nature may be one of these factors. A lack of understanding about nature’s role in spiritual development may also be a contributing factor.

Socio-demographic factors influence adolescents’ perceptions of spirituality, including the “connectedness to nature” domain

Surveys completed by over 20,000 students (age 11-15) in Canada included questions concerning spiritual health and the four “relational domains of spirituality” (connections with self, others, nature, and the transcendent). Results showed strong inequalities in the spiritual health of students by age, gender, relative material wealth, immigration status, and province/territory. Increasing adolescents’ exposure to the natural world might be one way to address the inequalities in their spiritual health.
Michaelson et al. 2016. Inequalities in the spiritual health of young Canadians: A national, cross-sectional study.
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Early childhood educators require support and guidance on how to promote children’s spirituality through nature

The mandated early childhood education framework in Australia calls for educators to promote both children’s spirituality and their connectedness with nature. While research supports strong connections between the two, data collected through observations and interviews indicated that educators in Australia may not be aware of how nature engagement may promote spiritual development. Professional development and pedagogical guidelines are needed to address this concern.
Robinson, 2019. Young children’s spirituality: A focus on engaging with nature.
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