In today’s world, our lives are increasingly intertwined with digital technology, the internet, fast food, and more time spent sitting indoors. This fast-paced, nature-detached adult world is also seeping into children’s lives, impacting their mental and physical development, as well as their relationship with nature. However, we can change this by introducing a bit of soil into their lives.
Building a Connection with Nature
Gardening allows children to get their hands dirty, feel the texture of the soil, and discover that it is home to many organisms—from worms and snails to tree roots and various plants. When they participate in the creation of nature by growing plants, they gain an invaluable experience of connecting with Mother Nature. Through gardening, children build a relationship with plants, nature, and the environment. Caring for their own plants gives them a sense of responsibility towards the environment as they observe how their plants grow and develop. Gardening also offers numerous benefits for their development, fostering a positive self-image, a sense of belonging, joy, and pride. They become aware of their responsibilities, develop the ability to delay gratification, and build independence and motivation.
Learning Through Play and Gardening
Moreover, children have immense fun in the garden, often without realising they are learning. Through these activities, they explore the unknown, learn new things, and test them in practice. They remain adaptable, learning from experience that results are slow and unpredictable. Engaging in soil-related activities also encourages a better relationship with healthy eating, particularly increasing children’s intake of fruits and vegetables. The success they experience in gardening gives them a sense of pride and belonging.
Academic performance and collaboration skills improve as well. Children learn to consider others’ emotions and offer help to one another. The unpredictability of nature brings them together, fostering teamwork to achieve common goals. The garden is a great opportunity to encourage children to help each other—for example, if a snail eats a friend’s plant overnight, they can share their own plant and make a plan together to protect their garden. Gardening thus becomes an opportunity to learn prosocial behaviour and patience while reducing the likelihood of bullying.
Gardening as a Mindful Experience
Gardening can also be a very individual experience, where the child becomes more aware of themselves, their surroundings, and nature. This mindfulness in nature promotes better focus, calmness, and the positive personal strength of perseverance.
Interaction with the soil brings immense social well-being benefits, especially for children with learning difficulties or trouble regulating emotions or behaviour. Research shows that gardening helps them express themselves better, leading to greater calmness, improved self-esteem, and a sense of achievement. For children who struggle with feelings of inadequacy or anxiety, gardening can increase motivation and reduce negative feelings. Additionally, gardening is highly accessible for children with physical disabilities, sensory sensitivity, or visual impairment. In nature-based activities, particularly with children with autism, gardening encourages initiative, spontaneity, and communication, turning the garden into an outdoor sensory classroom. Repeating predictable movements provides a sense of security while creating an environment for learning positive social interactions.
The greatest joy and benefits come from regular involvement in gardening activities. It is increasingly common to extend these activities from school into the home environment, allowing gardening to become a rewarding hobby that brings the whole family together.
During “Psychology in the Garden,” our upcoming Saturday Camp Willingness programme, your child will experience the many benefits of gardening, soil play and other nature-based activities. These activities are designed to foster mindfulness, emotional regulation, and a deep connection with nature, all while getting their hands in the soil and exploring the wonders of the outdoors. Held every Saturday between 8am and 2pm in Malta and Gozo, this programme provides the perfect opportunity for children to grow emotionally, mentally, and physically in a natural setting. More information about Psychology in the Garden can be found here.
Lara Bukovec is a master’s student in Psychology at the University of Maribor and is currently working as an intern at Willingness. She volunteers with the Scouts organisation and has given multiple lectures on sex education to adolescents. She completed an internship at a Counseling center for children, adolescents, and parents, and is eager to further deepen her knowledge and skills in counseling and therapy.
References:
Berezowitz, C. K., Bontrager Yoder, A. B., & Schoeller, D. A. (2015). School Gardens Enhance Academic Performance and Dietary Outcomes in Children. Journal of School Health, 85(8), 508–518. https://doi.org/10.1111/josh.12278
Cairns, K. (2016). Connecting to food: Cultivating children in the school garden. Children’s Geographies, 15(3), 304–318. https://doi.org/10.1080/14733285.2016.1221058
Etherington, N. (2012). Gardening for Children with Autism Spectrum Disorders and Special Educational Needs: Engaging with Nature to Combat Anxiety, Promote Sensory Integration and Build Social Skills. Jessica Kingsley Publishers.
Riaz, A., Younis, A., Shah, A. W., & Naveed, S. (2012). Impact of gardening activities on special children: A case study. Acta Horticulturae, (954), 67–75. https://doi.org/10.17660/actahortic.2012.954.7
Thomas, B. (2014). How to Get Kids Offline, Outdoors and Connecting with Nature: 200+ Creative Activities to Encourage Self-Esteem, Mindfulness, and Wellbeing. Jessica Kingsley Publishers
Waliczek, T. M. and Zajicek J. M. (2016). Urban Horticulture. CRC Press.