Exercise is good for kids...

Whenever I visit a school I try to learn as much as possible, always making it a point to ask students how they spend their day. I'm interested for a few reasons, including discovering how much physical activity they get. While my "research" is anecdotal, there's plenty of evidence (besides our waistlines) that shows we get less exercise than we used to.

An

d while

we might "know" exercise is good for our bodies, and we may even "know" exercise improves our mood,

there's mounting evidence showing exercise as being good for brains, especially young, developing brains.

So, when I see kids, parents and teachers push back against

reducing gym time,

cutting recess,

narrowing curriculums,

increasing homework loads, I say keep pushing.

Less can be more when it means more time for play and getting our heart rates up. Less homework, less rote learning and fewer organized activities can lead to healthier and more creative kids, who also happen to test better.

Consider checking out

Spark, a book on the science of exercise and the brain. Dr. Ratey's blog

http://johnratey.typepad.com/blog/

See you outside,

Tim.

P.D. A recent article in Mother Nature Network about a study of high school teens who do better walking to school here.

Time to Take Play Seriously: A Little Perspective

I note the calendar (it says 'September') and watch the sun set (earlier each day), yet I refuse to acknowledge what we know to be true: summer's end is fast approaching. For me, summer represents the best of childhood: long days without schedules, mostly playing outside. So, while school may be back in session, let's hope administrators understand what we know: outdoor play time is critical for healthy childhood development.

Why? For the vast majority of our history, formal education didn't exist. We were hunters and gatherers and childhood was about acquiring the skills and instincts we'd need to be successful adults. Fail in our development tasks and we'd be incapable of feeding ourselves and extending our lineage.

So, here we are 10,000 years into our time as farmers and 200 years as industrialists. Our ability to track game and identify foodstuffs, roots and fungi have all but vanished. Times have changed, as have the instincts needed to survive, but the best way for children to learn remains the same: play.

Children are wired to acquire new skills and knowledge and they do it best without fear and consequence. Said another way, play for it's own sake, self-chosen and self-directed, comes with the benefit of learning as a by-product.

Consider learning a foreign language, how to dance or even how to hit a ball. Without concerns about achievement our minds and bodies instinctively pick up the basics. With repetition, our skills improve. As adults, with structure and pressure, our bodies and minds freeze up. We're inhibited. Adults are able to deal with stress better than children, but children are wired to learn. Compare the way a child picks up new technology versus an adult. Too often, as adults, in our desire to raise Einsteins, we make children act like adults and hamper their development. Remember, Einstein never used flash cards.

So, how do we allow kids enough time to be kids if they're sitting in a classroom most of the day? Be cognizant of their needs and, no matter how they spend their time at school, there are still enough waking hours for playtime. For more, head to the http://www.childrenandnature.org website.


See you outside,
Tim.

Growing Green Minds: The Benefits of the Great Outdoors
Published in www.afreshsqueeze.com

Children benefit from time in nature outdoors. I spend as much time as possible with kids and see the results firsthand. Even if it’s just exploring in the backyard or at the park down the street, the outdoors provide an opportunity to engage all the senses -- see, hear, touch, taste and feel -- in a way electronics can’t. Kids exposed to nature early and often usually are more aware, have higher energy levels and increased levels of self-confidence. The evidence of needing nature for healthy childhood development is far more than just anecdotal.

Sample research findings:

Unstructured outdoor play provides excellent opportunities for cognitive, social, and emotional development in children (Burdette & Whitaker, 2005).
In a study of 400 youths, a majority reported that wilderness challenge programs had major positive impacts on their physical, emotional, and intellectual development and well-being (Keller & Derr, 1998).
Participation in green outdoor activities such as fishing was associated with reduced Attention-Deficit Disorder symptoms in a sample of children from the Midwest (Faber Taylor, Kuo & Sullivan, 2001).
Henry David Thoreau said: "...the more slowly trees grow at first, the sounder they are at the core, and I think the same is true for human beings." In other words, let kids be kids -- get them outside in unstructured activities so they can develop their affinity to bond with the natural world. Wander with toddlers while their imaginations soar and pay attention as elementary schoolers explore their expanding worlds.

Consider efforts to get your children hooked on nature to be an investment in your family’s health. Turn off the blackberry, put away the wallet and get outside! Getting involved is not as difficult as you might imagine. For ideas, visit:

The Chicago Wilderness' "Leave No Child Inside" program
The Peggy Notebaert Nature Museum
Chicago Botanic Garden is a North Shore gem and packed full of opportunities.
Make 2009 the year of connecting your kids to nature.

For our youth, nature and environmental education shouldn’t be about melting ice caps and disappearing rainforests. Contemporary environmentalist and place-based educator David Sobel sums it up: "If we want children to flourish, to become truly empowered, then let us allow them to love the Earth before we ask them to save it." For older children inspired to make a difference, consider our local Jane Goodall's Roots & Shoots organization.