大自然除了給了我們賴以生存的環境，還有瑰麗的美景，讓我們享受著天堂般的待遇。可是，你有否想過，大自然除了給我帶來益處之外，還幹了些什麼？——災難。不錯，大自然在給我們提供好處之際，也會因為人類對它的破壞而給我們製造災難。比如說：假如人類不肆意砍伐樹木，就不會有「土地沙漠化」這個詞，也就是說「水能載舟，亦能覆舟」，人類若是不知悔改，繼續頑固地破壞大自然，破壞身邊的環境，就會引火燒身，遭到神秘自然力量的報復。
不過，畢竟有時，大自然不是因為人類的緣故就突然發怒，譬如說：印尼大海嘯，還有一些雷擊身亡的事件，這說明了大自然的力量無窮，可以給人類社會造成十分嚴重的災難性後果。
但是這些災難是不可避免的，所以我們應該能去面對它。不過正是因為這些大自然的力量，人類社會得以發展，人類得以淨化心靈。如果沒有海嘯、風浪，人類不會想到防波堤；如果沒有土地沙漠化，人類就不會想到去植樹造林；如果沒有千萬次地震，人類不會總結出逃離地震的經驗；如果……因為江河，有了橋；因為風雨，有了房；因為黑暗，有了燈；因為野獸，有了矛盾；因為大海，有了船……
人類社會不正是這樣，一步步成為猿人——原始獵人——古代人——現代人，都是因為自然的力量，設想一下，假如大自然只是平平常常幾棵果樹，沒有風雨，沒有惡劣的環境，只有享不盡的食物，我們可能還在做什麼？在地上爬，晚上竄到樹上睡覺，說著最最原始的語言？
自然的力量不可忽視，也不可畏懼它——
讓幼兒多接觸自然風光，多領略一些自然美，有助於開闊他們的視野、積累生活經驗，增長知識和才幹。幼兒是從接觸形象具體的事物開始認識世界的，五彩繽紛的大自然為他們探索未知世界提供了無窮的源泉。無論是一朵花、一棵樹，還是一座山、一條河，都是幼兒學習知識的活的教科書。在實際生活中，我們可以看到，那些經常活躍在大自然環境中的孩子，與少接觸或不接觸自然環境的孩子相比，前者在知識和視野上都要遠遠來得開闊。在大自然中，通過對山川湖海、花鳥蟲獸的神奇變化的觀察，孩子們還常常會想到日月星以上的境界，想到地面下的情形，想到花卉的用處，想到昆蟲的語言，從而大大激發他們的想像力，誘導他們展開探索的翅膀，產生揭示大自然奧秘的強烈慾望，促進智力的發展。

人的腳部是由骨骼、肌肉、肌腱、血管、神經等組織組成的運動器官，它有60多個穴位及反射區，被稱為人體的第二心臟。

　　我們的祖先幾乎天天赤腳走路，接觸土地。後來人們穿上了鞋子，與大地隔離了，以致人體內積聚的靜電無法釋放，破壞了人體電能的平衡。為了防止靜電對人體健康的危害，應當通過腳部接觸地面來消除多餘的電能。前蘇聯的米庫林院士就曾提出用「土地接觸」來抗衰老的方法。

　　此外，運動醫學專家驚奇地發現，非洲土著人經常赤腳，足部肌肉及韌帶結構堅強有力，足弓發育良好並富有彈性。人們在走、跑、跳時，由於足部神經末梢對地面微小的凹凸不平都能及時感知，進而調整身體各種器官，所以對身體健康大有益處。

空氣浴、日光浴、玩水、玩沙就是利用大自然的各種因素對孩子進行鍛煉，以達到增強體質，抵抗疾病侵襲的目的。利用空氣鍛煉簡便易行而又靈活，不受地區、季節和物質條件的限制。增加戶外活動本身就是一種空氣浴。但要到空氣新鮮環境綠化好的地方去。空氣浴鍛煉是利用氣溫與人體體溫之間的差異形成刺激，反覆作用後引起身體的適應。寒冷的空氣可以使交感神經更趨於活躍，促進新陳代謝，增強呼吸系統抗病的能力。日光中的紅外線可使人感到溫暖，血管擴張，血液循環加快，新陳代謝增強。而紫外線有殺菌作用，並且可以使皮膚內的7-脫氫膽固醇轉化為維生素D，促進肌體的鈣磷代謝，預防和治療佝僂病。在做日光浴鍛煉時，要注意盡量使小兒裸露皮膚，但要避免強烈陽光直射頭部，可以給小兒戴涼帽，炎熱的夏季也可以選擇在樹蔭下。日光浴在早晨9～10點鐘進行比較合適，每次15～20分鐘。所有的小兒都喜歡玩水，可利用這一特點進行水浴鍛煉。冷水刺激可使皮膚血管收縮，但很快由於體內劇烈產熱復又擴張，鍛煉了血管舒縮功能及體溫中樞的調節功能，也可以增強呼吸及循環系統的功能。用冷水擦身刺激比較溫和，對體弱兒可以採用。開始水溫30度左右，每3天降1度，直至與室溫相近(15～17度)，先用冷水摩擦，然後立即用乾毛巾摩擦，使身體產生溫暖感覺。同樣可以用冷水沖淋，但水溫不能低於26度。時間以20～40分鐘為宜。最佳水浴鍛煉是游泳，有條件的可以讓幼兒學習游泳。沙子在小兒心目中有它獨特的魅力。光腳在沙地上走會使小兒感到極度愜意，而細沙從手中緩慢地流下對孩子也是一種獨特的享受。玩沙可以充分發揮孩子的想像力，鍛煉手的精細動作的能力。可以用濕沙做「點心」，可以在沙地上建橋樑、大山、公路，可以在鋪平的沙面上寫字、作畫，可以在沙灘上奔跑，嬉戲。所以要允許和支持孩子玩沙，當然要禁止他們用沙子互相打鬧，以免迷眼。

怎樣讓孩子接觸大自然

現在越來越多的家長開始注重幼兒認知能力的培養，可是一提起嬰兒智能培養，父母往往在讓孩子看書識字、數數等方面下功夫，而對帶孩子到戶外去玩耍容易忽視，甚至還要加以反對。
在我們的日常教學環節中，我總是感覺到我們的孩子對自己身邊的事物知道的很少很少，包括他們喜歡吃的食品的名稱、味道，喜歡玩的玩具的名稱及特徵不會說、不願說。
這裡存在的原因是多方面的：其一，父母都忙於工作、學習，沒有帶孩子去戶外玩的閒情逸致。其二，父母對孩子的安全、健康過分關心。外面大街上交通擁擠，車輛太多，父母們擔心孩子出危險；外面會流行疾病，父母們怕孩子傳染上；外面氣候多變，父母們擔心孩子要受涼。孩子一病，大人又要耽誤工作。當然，這些擔心並非毫無道理，但若因此而經常把孩子關在家裡，那真是一種因噎廢食的做法。實際上是剝奪了孩子們向大自然學習的權利和機會。
大自然是個無窮無盡的知識寶庫，是孩子的良師益友。家長多讓孩子接觸自然，可以使孩子學到知識，開闊視野，發展美感，激發熱愛家鄉、熱愛祖國的情懷，你只要注意一下孩子們在戶外天地中的活潑情景，就可以看到，在公園裡孩子們會十分驚奇地觀察，注視著一切新奇的事物：綠樹、青草、紅花……如果是在動物園裡，那些猴子、熊貓、大象……簡直目不暇接，興致勃勃。所有這些，都是單純呆在家裡所無法得到的刺激，都會對孩子的智力發育有著莫大的好處。
家長怎樣在繁忙的工作中引導孩子認識大自然呢？
　　愛護幼兒對大自然的好奇心。2歲左右的孩子常常問家長：「這是什麼？」對孩子被大自然所誘發的好奇心，家長要倍加愛護，鼓勵他思考和發問，盡力解答他的問題，引導他觀察探索。家長要自覺防止不耐煩地應付，以免挫傷孩子的積極性。
經常帶孩子到街上遊覽。住在高層建築裡的父母可能會有體驗，孩子對汽車聲音很敏感，聽到汽車聲就趴在窗戶上往下看，看到了，就興奮地叫「嘀嘀、嘀嘀。」這是因為住在樓房裡，孩子缺乏必要的刺激的表現。大人應經常抱孩子到街上遊覽，讓其認識社會事物。2歲時嬰兒就能知道寄信、打電話，坐車買票等社會常識。
　 因此在這裡我提醒各位家長不要吝嗇你的語言、不要浪費你和孩子在一起的美好時間，通過各種無意識的學習讓孩子在幸福中，掌握知識，快樂成長

原文：http://wkflzf.blog.163.com/blog/static/71213609201121365218666/

By Randy White

The children’s play gardens (naturalized playgrounds) that our company designs for clients emphasize a rich natural environment as the play setting and nature as the play element. Our designs are based upon an extensive body of research and literature on:

• the significant benefits for children of regular play experiences in nature,
• children’s play preferences, and
• the most effective designs to support children’s development.

Following is a summary of the many benefits that regular play in nature has for children:

• Children with symptoms of Attention Deficit Hyperactivity Disorder (ADHD) are better able to concentrate after contact with nature (Taylor et al. 2001).
• Children with views of and contact with nature score higher on tests of concentration and self-discipline. The greener, the better the scores (Wells 2000, Taylor et al. 2002).
• Children who play regularly in natural environments show more advanced motor fitness, including coordination, balance and agility, and they are sick less often (Grahn, et al. 1997, Fjortoft & Sageie 2001).
• When children play in natural environments, their play is more diverse with imaginative and creative play that fosters language and collaborative skills (Moore & Wong 1997, Taylor, et al. 1998, Fjortoft 2000).
• Exposure to natural environments improves children’s cognitive development by improving their awareness, reasoning and observational skills (Pyle 2002).
• Nature buffers the impact of life’s stresses on children and helps them deal with adversity. The greater the amount of nature exposure, the greater the benefits (Wells & Evans 2003).
• Play in a diverse natural environment reduces or eliminates bullying (Malone & Tranter 2003).
• Nature helps children develop powers of observation and creativity and instills a sense of peace and being at one with the world (Crain 2001).
• Early experiences with the natural world have been positively linked with the development of imagination and the sense of wonder (Cobb 1977, Louv 1991). Wonder is an important motivator for life long learning (Wilson 1997).
• Children who play in nature have more positive feelings about each other (Moore 1996).
• Natural environments stimulate social interaction between children (Moore 1986, Bixler et al. 2002).
• Outdoor environments are important to children’s development of independence and autonomy (Bartlett 1996).
• Play in outdoor environments stimulates all aspects of children development more readily than indoor environments (Moore & Wong 1997).
• An affinity to and love of nature, along with a positive environmental ethic, grow out of regular contact with and play in the natural world during early childhood. Children’s loss of regular contact with the natural world can result in a biophobic future generation not interested in preserving nature and its diversity (Bunting & Cousins 1985; Chawla 1988; Wilson 1993; Pyle 1993; Chipeniuk 1994; Sobel 1996, 2002 & 2004; Hart 1997; Wilson 1997, Kals et al. 1999; Moore & Cosco 2000; Fisman 2001; Kellert 2002; Bixler et al. 2002; Kals & Ittner 2003; Schultz et al. 2004).

"There’s no way that we can help children to learn to love and preserve this planet, if we don’t give them direct experiences with the miracles and blessings of nature."

Anita Olds

References

• Bartlett, Sheridan (1996). Access to Outdoor Play and Its Implications for Healthy Attachments. Unpublished article, Putney, VT
• Bixler, Robert D., Floyd, Myron E. & Hammutt, William E. (2002). Environmental Socialization: Qualitative Tests of the Childhood Play Hypothesis, Environment and Behavior, 34(6), 795-818
• Bunting, T.E. & L.R. Cousins (1985) Environmental dispositions among school-age children. Environment and Behavior, 17(6)
• Chawla, Louise, (1988) Children’s Concern for the Natural Environment, Children’s Environments, (5)3
• Chipeniuk, Raymond C. (1994). Naturalness in Landscape: An Inquiry from a Planning Perspective (PhD dissertation), University of Waterloo, Ontario.
• Cobb, E. (1977). The Ecology of Imagination in Childhood, New York, Columbia University Press.
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• Fisman, Lianne (2001). Child’s Play: An empirical study of the relationship between the physical form of schoolyards and children’s behavior, MESc 2001. Accessed June 1, 2004 from www.yale.edu/hixon/research/pdf/LFisman_Playgrounds.pdf
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• Louv, Richard (1991). Childhood’s Future, New York, Doubleday.
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• Moore, Robin & Cosco, Nilda, (2000). Developing an Earth-Bound Culture Through Design of Childhood Habitats, Natural Learning Initiative. paper presented at Conference on People, Land, and Sustainability: A Global View of Community Gardening, University of Nottingham, UK, September 2000). Accessed June 12, 2004 from www.naturalearning.org/earthboundpaper.html
• Olds, Anita. Children Come First video, Rifton, NY: Community Playthings
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• Sobel, David (2002). Children’s Special Places: Exploring the Role of Forts, Dens, and Bush Houses in Middle Childhood, Detroit, MI: Wayne State University Press
• Sobel, David (2004). Place-Based Education, Connecting Classrooms & Communities, Great Barrington, MA: The Orion Society.
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