In a recent episode of Campfire Conversations, I chatted with environmental educator David Sobel. We explored the foundational concepts that drive his approach to nature-based education, as well as the inspirations behind his work. David shared insights into how nature play can shape a child’s development, from his “Seven Design Principles” to the importance of cultivating empathy and embracing spontaneity in learning,
Here are seven key takeaways from our discussion. Each underscores the profound role that connection, curiosity, and creativity play in nurturing a deep relationship with the natural world.
Daniel and David at his home in New Hampshire
1. Origins of the Seven Design Principles
David explained that his “Seven Design Principles” for nature-based play were inspired by observations of children creating “dens” and “special places” across diverse cultures. His research revealed a universal tendency among children to seek certain types of play spaces, suggesting a biological inclination.
You can learn about David’s design principles in our webinar with Nature Play WA.
2. Expanding the Design Principles
David discussed potential additional design principles, like play with fire and water, both powerful sensory elements that deeply engage children. For instance, water play universally attracts children and is a staple feature in most children’s museums and nature play programs.
3. Role of Risk in Nature Play
Children often encounter risk in nature play, for instance when they play with fire and water, or handle animals. David shared an anecdote about his own son’s “fire kit”, explaining that providing kits like this gives children a way to channel their interest in fire safely. Encountering and managing risk is a valuable learning experience. Adults shouldn’t prevent risk in children’s play, but instead provide mentorship and assistance.
4. Empathy, Connection, and Encountering Death in Play
David reflected on the complex yet crucial role that empathy and encounters with life and death play in children’s development. In nature-based programs, children often engage with living creatures — jellyfish, bugs, frogs, and other small animals. These interactions provide hands-on lessons in empathy and responsibility. Children learn to care for creatures in a way that is both intentional and respectful. David highlighted that through observing and caring for these animals, children develop natural compassion and a deep sense of connection to the living world.
In our programs at Educated by Nature, we see this play out frequently. While collecting jellyfish along the river’s edge, children carefully scoop them up and place them in makeshift aquariums. Despite their best efforts, sometimes a jellyfish doesn’t survive the interaction. These moments, while sad, offer a gentle, age-appropriate way to talk about life and death. Such experiences are a natural and valuable introduction to mortality. They allow children to ask questions, express feelings, and participate in discussions that help them process these complex realities.
5. Institutionalising Whimsy
One of the most inspiring concepts David shared during our conversation was his idea of “institutionalising whimsy.” At first glance, it seems contradictory to pair the structured nature of an institution with the free-spirited essence of whimsy. However, the goal is not to enforce whimsy but to create flexible, open-ended learning environments where spontaneity can flourish.
Sobel recounted how, at Harrisville Children’s Centre, a teacher collaborated with children collaborated to build a half-sized model of the Loch Ness monster. Over several weeks, the children researched, designed, and constructed the model out of wood and wire, only to discover it mysteriously “relocated” to a nearby pond one morning. The “Harrisville Loch Ness Monster” became a local legend, with newspapers around the country picking up the story. This serendipitous event wasn’t just a fun project; it evolved into a rich educational experience that wove geography, creative expression, and critical thinking into an unplanned moment of wonder.
For whimsy to thrive, teachers need the freedom to pivot away from planned activities when something extraordinary arises. David called this the “bird in the window” philosophy, inspired by an idea from educator David Hawkins. If a bird appears outside the classroom window, it’s worth pausing the lesson to explore that moment of nature. This approach fosters an “authentic curriculum” where children feel empowered to follow their fascinations and see that their interests are valued.
6. Building Hope and Connection Before Activism
Interestingly, David emphasised the importance of nurturing a love for nature before teaching children about environmental issues. He advised against early exposure to environmental crises, focusing instead on building experiences of joy, wonder, and problem-solving in nature to foster resilience and hope.
7. Research on “Some Nature” vs. “A Lot of Nature”
David discussed his research with Julie Ernst, revealing that children in “some nature” early childhood programs showed nearly the same benefits in resilience and executive function as those in “a lot of nature” programs. The findings suggest that even moderate exposure to nature has significant positive effects on children’s social-emotional growth, reinforcing the value of integrating nature into daily routines.
Want to know more? Watch the full interview with David Sobel.